PRINT VERSION 2016 RA Programming Binder

Table of Contents
Community Development Guide Introduction……………………………………………………………………………........... 1
Individual RA Programming Requirements………………………………………………………………………………………….…2
Programming Guidelines………………………………………………………………………………………………………………….……3
Support Programs
Bulletin Boards
Faculty Mentor Program
Community Wide Programming Requirements
Semester Programming Planners
Building Community Through Interactions…………………………………………………………………………………....………8
Intentional Interactions
Spontaneous Interactions
Event Planning………………………………………………………………………………………………………………………………….…13
Introduction
Event Planning Timeline
Brainstorming
Programming Planning Form
Program Follow Up Form
ADA Accessibility & Programming…………………………………………………………………………………………………….…22
How Can I Support ADA Accessibility
Advertising with Accessibility in Mind
Let Experts Determine ADA Accessibility
Final Tips
Risk Assessment…………………………………………………………………………………………………………………………………..25
Meeting Resident Needs…………………………………………………………………………………………………………………..…27

Respecting Our Community Spaces………………………………………………………………………………………………..……29
Diversity Awareness…………………………………………………………………………………………………………………………….30
Diversity Statements
Chico State Demographics
Generating Questions on Diversity
Inclusive Language Guideline: Words Matter
Peer Feedback 101………………………………………………………………………………………………………………………………38
The Basics
Good vs. Bad Feedback
Final Tips
Asking For & Receiving Feedback
The Rosenberg Method for Feedback ……………………………………………………………………………………..………….41
Non-Violent Communication Examples
The 4 Steps to NVC
Feelings vs. Interpretations
Understanding Needs
Extra Resources……………………………………………………………………………………………………………………………………45
Sutter Dining Services
Programming Food Request Form
UHUB Reservation/FIG Supplies Form
RHA Flow Chart
RHA/Community Council Schedule
Special Note: This guide and additional resources to build communities within the residence halls can be
found on OrgSync.

1
UNIVERSITY HOUSING RESIDENCE LIFE
COMMUNITY DEVELOPMENT GUIDE
The Residence Life Community Development Guide outlines specific means for developing community
within each of the five residential areas. This guide encompasses a variety of programming efforts, from
large scale educational programs to one-on-one meaningful interactions with residents.
To best serve resident needs and interests, success within this guide requires the Resident Advisor get
to know each resident. Getting to know residents can happen anywhere - from a conversation in your
common area to a conversation during a desk shift.
RA staff are expected to spread out the opportunities they provide theirresidents across the entirety
of the semester to ensure that they are consistently meeting resident’s needs. In addition, RAs are
expected to provide for the needs of all residents and not just those who seek it out. It is important to
remember that each resident has needs that should be met, even if it means working a little harder to
make the connections.

Individual Programming Requirements
2
RA Staff are individually responsible for completing the following requirements:
 Each Semester:
 Complete 6 Intentional Interactions
 Accompany residents to 3 Support Programs (aside from the events listed below)
 Create 3 Bulletin Boards
 Act as part of a community team hosting 2 Large-scale educational programs
 Volunteer for a 2 hour shift at one of the following programs hosted by PTP or RHA:
o Cirque d’UV (September)
o Willie’s Round Up (April)
o Day on the Green (May)
 Create opportunities for Spontaneous Interactions with residents
 Submit Programming Reports within one week of completing requirements for tracking
purposes. Programming Reports will be checked for statuses on Intentional Interactions,
Support Programs, Bulletin Boards, and large-scale programs on a monthly basis.
ADDITIONAL REQUIREMENTS: August 18-September 5 (Welcome /LaborDay Programs)
 Accompany/bring residents to ALL the following Welcome Week Events
 Downtown Market – Aug. 18
 Student Convocation – Aug. 19
 Rock the Block – Aug. 19
 Inclusion Speaker – Aug. 28
 Accompany residents to at least 2 of the following events between 8/18-8/21
 Pool Party at the WREC – Aug. 20
 Moonlight Movie – Aug. 20
 Sunday Sundae Social – Aug. 21
 Meet the Greeks – Aug. 25
 Wildcat Vibe – Aug. 25
 Clubtacular – Aug. 26
 Brian Imbus – Hypnotist – Aug. 26
 Get Cheezy in the Courtyard – Aug. 26
 Boba Bingo Night – Aug. 27
 Moonlight Movie – Sept. 1
 WREC Pool Party #2 – Sept. 2
 Bidwell Bash/Choose to Cruise – Sept. 4
 Cirque d’UV – Sept. 5
INDIVIDUAL RA PROGRAMMING REQUIREMENTS

Programming Guideline
3
Support Programs
Support Programs require an RA to accompany residents to identified PTP/RHA or campus
programs. These programs should meet the needs of your residents.
Each RA is responsible for accompanying residents to 3 support programs each semester.
Examples might include:
● Live Performer at the UHUB
● Study Skills workshop at the Student Learning Center
● Attend Professor Palooza to help residents identify majors
● Attend the Spring Housing Fair to help residents find off campus housing.
Each RA will track their attendance at Support Programs through the WildcatSync programming
report.
BulletinBoards
Bulletin Boards are a tool used to reach, teach and engage residents in a passive manner. The
topic should be one that is relevant to the needs of your community, floor, building or wing. Use
credible resources and don’t forget to citewhere you found the information. RAs areresponsible
for three boards each semester.
● How to use public transit (utilize B-Line Resources)
● Sexual Health (utilize the GSEC or Student Health)
● How to Study for Exams (utilize the Student Learning Center)
● Alcohol Facts (utilize CADEC)
Each RA will upload pictures of their board, along with a description through the WildcatSync
Programming Report.
PROGRAMMING GUIDELINES

4
Community Wide Programming Requirements
Large-Scale Educational Programs
Educational programs are designed to provide knowledge, experience and opportunities to meet
the needs of residents. These are learning opportunities “outside the classroom.”
Large-Scale Educational Programs will be planned and hosted in each community once each
month September-December and February-May. Topics are to be selected from the content
areas below and will be hosted by a collective of RAs.
Connecting to Campus and Community
Examples: Connecting to Clubs and Organizations, What Services does the Health Center
Offer, Where to Shop, What Services does Academic Advising Offer, etc.
Physical, Emotional & SpiritualWellness
Examples: Religious groups on campus, Sex Week, Red Watch Band Trainings, What is
spirituality, WREC services/programs, etc.
Life Skills
Examples: How to do laundry, How to Find an Apartment, How to cook on a budget,
Creating a Budget, Study Skills, Time Management, etc.
Diversity
Examples: Black History Month, Hispanic Heritage, Queer Week, Women’s History etc.
Each RA should participate in at least two large-scale programs each semester.
We will be tracking the number of residents who participate in these educational programs
through the WildcatSync Programming Report.

5
Semester ProgrammingPlanner (Example)
SupportPrograms
Event Date(s)
1. Moon on Movie 9/24/15
2. Haunted Hub 10/31/15
3. Late Night Breakfast 12/11/15
Bulletin Boards
Event Date Changed
1. The Game of Life (University Edition) 9/29/15
2. The Giving Tree (Philanthropy) 11/1/15
3. Hunger Games (Finals Week Prep) 12/4/15
Large Scale Events
Event Date(s)
1. Amazing Race (Campus and Community) 9/14/15
2. Sex Week (Wellness) 10/5/15 - 10/9/15
Volunteer Shift (Pick only one for the year)
Event Date(s)
1. Cirque d’ UV 9/6/15
2. Willie’s Round Up 4/ /15
3. Day on the Green 5/ /15
Event Date(s)
1. Sutter Family Dinner 8/23/15
2. Thursday Night Market 9/3/15
3. Family Game Night 10/16/15
4. Indoor Soccer IntramuralGame 11/11/15
5. White Elephant Gift Exchange & Cocoa 12/5/15
6. Study Night 12/15/15

6
Fall Semester Programming Planner
Event Date
1.
2.
3.
4.
5.
6.
SupportPrograms
Event Date
1.
2.
3.
Bulletin Boards
Event Date
1.
2.
3.
Large Scale Events
Event Date
1.
2.
Event Date
1. Cirque d’ UV 9/05/2016
2. Willie’s Round Up 4/30/2017
3. Day on the Green 5/12/2017

7
Spring Semester Programming Planner
Event Date
1.
2.
3.
4.
5.
6.
SupportPrograms
Event Date
1.
2.
3.
Bulletin Boards
Event Date
1.
2.
3.
Large Scale Events
Event Date
1.
2.
Event Date
1. Cirque d’ UV 9/05/2016
2. Willie’s Round Up 4/30/2017
3. Day on the Green 5/12/2017

Building Community
8
Intentional Interactions are planned, intentional, engaging activities focused on building community. These
programs require pre-planning and some structure to insure that residents are being actively engaged and
provided with an opportunity to grow and develop socially.
Each RA will be responsible for 6 Intentional Interactions per semester (spread over the semester)
● Weekly Dinner
● Intramurals
● BBQ
● Pool Party
● Planned Study Nights
We will be tracking the number of residents who participate in these community building events through the
WildcatSync Programming Report. All intentional interactions should be submitted within a week of the event.
In the case that these events are a weekly tradition please keep track of total attendance and submit at the end
of the semester.
Spontaneous Interactions
Spontaneous Interactions are informal social events or one-on-one conversations that encourage stronger
relationships. These interactions encompass allthe “other” stuffthat RAs do, justbeing there for their residents.
Thereis nospecificnumberofspontaneousinteractionsthat anRAmust complete. It is encouragedthat each
RA will find time to have a spontaneous interaction with each of their residents within the first six weeks of
school.
● Impromptu study time
● Dinner at Sutter
● A walk to Thursday Night Market
● A trip to the WREC
● Watching TV/Movie together
Building Community Through Interactions

Building Community
9
Spontaneous Interaction Example:Getting toKnowResidents
This interaction is to gain a better understanding of your resident’s goals and individual needs.
Talking Points:
● Tell me about yourself
○ You have bragging rights right now to tell me anything that you want to brag
about without judgement. It can be about an experience, your significant other,
a family member, anything. What will you brag about to me?
○ What do you plan to study here at Chico State and why?
■ Are you nervous for any classes? If possible, connect them to
other residents who are studying the same subject.
■ Do you know about some resources on campus, like tutoring?
○ Why Chico? What excites you most about being here?
○ (If undecided): What are you interested in studying?
○ (If indecision persists): What are your strengths?
● Goals and goal setting
○ What are some of your goals?
○ What is at least one thing you want to accomplish this year?
○ What are some goals beyond academics that you wish to accomplish?
● What do you expect from your RA and how can I help you?
○ How do you see yourself fitting into the community? Are you more laid back or
outgoing? Is there anything I can do to help you feel connected today?
Spontaneous Interaction Example:Roommate Relationships/ProblemSolving
The goal for this interaction is to direct the conversation to discuss how residents respond to conflict (whether
there is currently conflict or not) and prepare for how they will respond when an issue arises.
Talking points:
● How is your relationship with your roommate(s)? Tell me a little about them.
○ If going well, have you considered that conflict may arise between your
roommate(s) later in the semester?
■ How do you plan to respond when those conflicts arise?
○ If not going well, how are you reacting to the conflicts arising?
■ Is there anything I can do to help you navigate the conflict?
● What sources of conflict tend to come up in your life? What are your triggers that spark
conflict?
● What is your initial response to conflict (and why)? How can you work to improve that?
○ How have you resolved conflict in the past?
*If apartment resident does not live with traditional roommates, adjust questions to ask them how their
relationships are with those that live in and around their apartment.

Building Community
10
Spontaneous Interaction Example:Connections oncampus and in the Chicocommunity
This interaction will allow residents to reflect on how well they are connecting with others on campus and in
the Chico community.
Talking points:
● How has the transition to Chico State been for you?
● Which community members do you have a strong connection with, and or identify with the
most? Explain.
● What are you involved in on campus?
○ If not connected already, how can I help connect you to activities/clubs that
you’re interested in?
○ If connected already, how can I help support you in your organizations?
○ Do you have a job outside of school?
● What’s your favorite place in Chico? Why?
● How are you a part of the Chico community?
Spontaneous Interaction Example:Personal HealthandEmotional Awareness
This interaction will allow the resident to identify their emotional well-being as well as their health and
wellness. This will allow RAs to provide resources according to the needs of the resident.
Talking Points:
● How have you been feeling lately?
○ What are some emotions you have felt through the semester?
● Are you/have you felt stressed throughout the semester?
○ If so, how are you coping with that stress?
○ If not, what ways have you coped with stress in the past?
● Are you aware of the resources that support your health and wellness (Recreation Center,
Accessibility Resource Center, Health & Wellness Center, Counseling Services, etc.)?
○ Have you had a chance to utilize them?
● Are you able to get enough free time for yourself?
○ If yes, what do you do during this time? If no, what would you like to do?
○ What methods do you utilize to effectively manage your time?
● What support systems do you have in place (on campus or from home)?

Building Community
11
Spontaneous Interaction Example:Access toAcademic Resources
This interaction will allow residents to assess and evaluate how they are doing academically and will allow the
RA to present resources that may benefit them in their academic success. This interaction will take place
throughout the academic year, but may be most utilized during finals week to refer residents to appropriate
resources and at the start of their second semester as a way to reflect on their academic success thus far.
Talking Points:
● Reflect on academic progress and plan for upcoming tasks.
○ How are classes going / how did they go last semester?
○ Where do you typically study?
● In relation to academics, what is something you feel you can improve in the future?
● Tell me about your major. How’s being a {insert major here} going?
○ What would your dream resume look like in 10 years?
■ What does your dream job look like?
■ Do you know where the Career Center is?
■ Have you had a chance to connect with them?
○ Do you have an advisor and/or know about advising?
○ If undecided: Do you know where the Advising and Academic Enhancement
office is?
○ If decided: Do you know where your department’s office is?
○ How have your meetings gone with your advisor?
Additional talking points for upper-division residents
● Are you getting involved beyond your classes (Internships, volunteer work, etc.) to make yourself
marketable once you graduate?
○ What are your plans after graduation?
● Are you on track for graduation?
○ If unsure, refer them to Academic Advising/Registrar’s office.

Building Community
12
Spontaneous InteractionExample:Awarenessof Diversity andGlobal Perspectives
This interaction will bring awareness to the resident to think beyond themselves and reflect on how different
perspectives impact them. The goal of this interaction is to help the resident to be more inclusive and respect
differing views.
Questions to ease into the talking points:
● How is your hometown different from Chico?
○ Has the transition to Chico changed your perspective on culture?
○ What does diversity mean to you?
○ Is Chico’s diversity different from the diversity of your hometown?
Talking points:
● Have you heard about (insert current event)?
● What current events are you aware of that impact you as a college student?
● Are there global or national issues that you feel strongly toward?
○ What can we do to create awareness/help the issue?
● What cultures (other than your own) do you find interesting?
● Has there been a time in either a job or academic setting where individuals’ perspectives may
have led to a conflict: how did you respond? What did you observe?
● How can you ensure that you are prepared to work in a setting with varying cultural, global, and
religious views?
Questions to ask if you come across a controversial conversation in your community (potentially help to de-
escalate a situation):
● I hear you saying that you believe (insert belief), tell me more about that.
● How do you feel that belief impacts those around you?
● How are you supportive of others who hold a different belief than you?
Special Note: Refer to the Feedback section to learn about Non-Violent Communication to de-
escalate feelings and request an action if applicable. More info can also be found in the Diversity
Awareness Section. Always refer to your ARCC/RCC when feeling overwhelmed or require guidance to
deal with intense learning conversations. Remember that some problems cannot be solved in a single
conversation, and it is okay to remove yourself and others from a situation to come back and discuss
at a later date.

Event Planning
13
Every event starts with an idea – it might be yours, it might be from your team, or you might have seen
something similar. What is important is to know the steps to take in order to develop that idea into a
successful program. You have a lot of resources; before you seek them out you start thinking about the
following questions:
What do you want to accomplish with this program?
 Just for fun
 I want attendees to learn something
All events should be developed with the outcome in mind and fun is a reason! Ask yourself what the
purpose of the event is and make sure that when you promote the event that you tell attendees what they
can expect.
Who do you want to reach with this program?
 Are students available
 Are students interested
Is this limited to the residents on your floor, in your building, within housing? How many people are you
hoping will attend? Is there a limit to who can attend?
Where do you want to host the event?
 Is space available
 Is the space the right size
 Can it be made into an ADA accessible space
Are there limitations or rules about using the space?
Do you know where/how to reserve space? If it is outside do you have a rain backup? What will you do if
more people show up than you have space for? Are there rules about food, noise, or decorations in this
location?
When do you want to host the event?
Are there other campus or University Housing events at this time?
Do you have time to promote this event the way you need to?
There’s nothing worse than planning an event, spending all your free time making it awesome and then no
one shows. Or having a great idea and then learning that you can’t possibly get everything done that you
need to do in time! Checking on dates and creating a timeline are essential.
Event Planning

Event Planning
14
What resources are necessary for this event?
Who are your partners in developing this event?
 Res Life Pro-Staff
 Campus staff/faculty
 Faculty Advisors
 Community members
Make sure you reach out early; folks get busy! Will you be bringing in experts to present or to help prepare
you to present? The more resources you have the more likely you are to have a successful program! Do you
know who can be a resource? Ask Pro staff or your other RA’s, they might have ideas.
How much is my budget?
Do you know where to find out about your budget? Do you know how to access the money? Do you know
how to create a budget? If you are planning food where are you going to get it from? Are there any
special forms for purchasing for food? If you need to purchase supplies do you know where you get them
from? How you pay for them?
Will there be food?
Do I have access to supplies or do they need to be ordered?
How will students learn about the event?
 Social media: Facebook, Twitter, Email, OrgSync
 Flyers
 Word of mouth
Be creative! Students want to something to do you need to give them a reason to attend your event. Be
sure to include information such as: Who will be attending, how long the program will be, what they can
expect to learn/do, will there be free food/goodies, are there upper class students there for them to meet?
How will you know if it was a success?
 Have a target number of attendees
 Students will have had fun
 Students will have learned something
Remember that success may look different to each person or team. If you are hoping for a large group and
only a few people show up you might not feel successful, but if you are hoping that students will have had fun
and only a few attend but they all have fun isn’t that success? Make sure you know what success looks like to
you.

Event Planning
16
Brainstorming
Brainstorming is step one in planning any event. This process should start well in advance of any formal
planning. Brainstorming allows you to be creative, gather input from others and anticipate the needs or road
blocks that might occur.
Below you will find a selection of questions to get you thinking about your event, use these questions to
sketch out your ideas and to gather feedback from others.
What is the goal of your event or program
Beginning with the end in mind is very helpful. For example: My goal is to help build Chico State Spirit on my
floor.
Describe what your program looks like
For example – I want to plan a spirit day – where our floor dresses up in Chico State gear – has dinner together
and then attends a soccer game to cheer on the Wildcats!
When will your hold your event
Do you know when your residents are available? Will you be relying on other student or professional staff to
help with this event – do you know when they are available? Is the space you want to use going to be
available? Are there other important events on the calendar at the same time? Are there other campus events
that you could attend that would fulfill your goal?

Event Planning
17
What resources will you need?
Do you have a budget? Will you need risk management release forms? Will you be utilizing campus programs
or staff to present at your program? What equipment or supplies might you need? Will you be ordering food?
How will you promote yourevent?
For example OrgSync, posters, creative advertising, texts, social media?
How will you know if your event was successful?
Level of attendance? Quality of Experience? How will you assess this?

Event Planning
18
Program Planning Form
Program Title: _____________________________
Program Host:______________________________
ProgramDate: ______________________________
ProgramTime: ______________________________
ProgramLocation: ___________________________
ProgramGoals – Reasonfor program
Detailed ProgramOutline
Speaker/Presenter(Include contact information, contactmade)

Event Planning
19
Risk Assessment
PromotionPlan
Advance Prep/Set-up/Clean-upDetails(Includepick up of food, set up of furniture, waivers printed)
SuppliesNeeded

Event Planning
20
ShoppingList:
 Waiver requested | Date ________________
 Waiver received | Date _________________
 Foodrequest created | Date sentto ARCC __________________
 Thank You CardsSent | Date _____________

Event Planning
21
Program Follow Up Form
What went right?
What was unexpected?
What didyoulearn from this experience?
What changeswould youmakein the future?
Were yourgoals met?

ADA Accessibility & Programming
22
The Americans with Disabilities Act (ADA) of 1990 and Section 504 of the Rehabilitation Act of 1973 require
that Chico State ensure that its programs, services, goods and facilities are accessible to individuals with
disabilities. The ADA will be celebrating its 26th anniversary on July 26, 2016. In those 26 years, there has not
been a wide and general understanding of what “ADA compliant” really means. As a student leader on
campus, you play a pivotal role ensuring equal opportunities are available for your fellow students at events
by understanding basic facts about the ADA.
By considering accessibility features in your programs and advertisements, you will: support diversity,
encourage student development, and guarantee your events will be the best they can be! It’s the law; it’s the
right thing to do; and it’s the fun thing to do for everyone.
How Can I Support ADA Accessibility in My Programs?
According to the Accessibility Resource Center (ARC), a reasonable accommodation is “a modification or
adjustment to a course, program, service, job, activity, or facility that enables a qualified student with a
disability to have an equal opportunity.”
In terms of programming, your goal is to create equal opportunity for fellow students by ensuring they can
enjoy equal benefits and privileges as are available to a similarly-situated student without a disability.
You can start by asking yourself some of these following questions as you plan programs:
 Is the event formatted to be accessible? For example, are aisles kept wide and clear of obstructions
for the safety of users who have mobility or visual impairments?
 Do YOU have knowledge of accessible travel routes to get to your program? If the wheelchair
accessible entrance is not the primary entrance, could you make a sign on the primary entrance saying
where the accessible entrance is?
 Are essential elements of the program or activity compromised or fundamentally altered by
accommodations? For example, will watching movies with subtitles change the experience? Some
programs will be very difficult to make accessible. Some examples include trips to Sky Zone and hiking
or climbing. Do you think these events can be advertised as ADA accessible on advertisements?
 Is accessible transportation arranged for events for which transportation is arranged for
participants?
 Is information about how to request disability-related accommodations included in all advertising
materials? Depending on space, this can be as easy as writing “ADA accessible. Questions or concerns:
contact (ARCC/RCC email here)” Read the next section to learn more!

23
Advertising with Accessibility in Mind
In order to inform guests/participants about how to request a disability accommodation, it is critical that
information be included in flyers, advertisements, or other materials distributed before an event.
Announcements should include:
Who the request should be made to (your ARCC/RCC)
How a person can request an accommodation (contact info for your ARCC/RCC)
By when the request should be made (date, usually at least one week in advance of the event)
Let the Experts Determine ADA Accessibility
ADA compliance is not an “all or nothing” – it is a process. And your part is not to determine if anything is truly
ADA accessible or not. Instead you should be referring to your supervisor and the Accessibility Resource
Center (ARC) to support you through program planning.
In the meantime, publicize the “accessible features” you can provide if you have any. Include an email or
phone number for ADA concerns on your advertisements. Think about the resources on campus you can
utilize. The more information given in advance for individuals with disabilities enables themto make informed
choices.
Sample:
“Disability Accommodations and Services:
If you need a disability-related accommodation or wheelchair access information, please
contact (ARCC/RCC contact info). Requests should be made by _____________(date, at least
one week in advance of the event).”
If you have any questions about requests or resources for accommodations in response to your
announcement, please contact the Accessibility Resource Center.
Limited Accommodation Statement Sample:
Use this version for flyers or other announcements where space constraints are severe.
“All participants are welcome. If you need disability related accommodations please call (insert
telephone number of ARCC/RCC).”
“Questions or concerns with ADA Accessibility? Contact (ARCC/RCC email)”

24
Final Tips for ADA Accessibility Planning
 Help is available at Accessibility Resource Center or visit the TLP website
www.csuchico.edu/tlp/accessibility to learn how to create accessible documents in PowerPoint, MS
Word, PDF, etc.
 If you are using multimedia, be sure that you are using captioned versions of online audio, films,
videos, etc.
 Make sure your event is scheduled in a building and room that are accessible to those who use
wheelchairs. Confirm that the accessible parking, entrance, path of travel, emergency exit and
restroom are unlocked and unblocked during the hours of your event.
 Know which parking lot is closest to your event. ADA Guests (non-staff, faculty, and students) with
disabilities can obtain a complimentary parking pass by visiting the UPD.
 Plan outside events (on grass) with allowing persons with mobility issues to have equal access to
activities. Some things include: having vendors on concrete surfaces when available or using mats to
create accessible paths of travel.
 Be familiar with where the nearest wheelchair accessible restrooms are located.
 Set up both sides of aisles to be least 36" wide for maneuverability, and up to 44" wide if
goods/services are available.
 Tables used for registration, interviewing, information display, or other services/goods should be
between 28"-34" from the floor to the top of the table. If guests will be seated at the tables, knee
space should be at least 27" from the floor to the bottom of the table.
 Covers should be used over electrical cables or cords that must cross over aisles or pathways. Cable
covers should be no more than 1/2" thick in order for wheelchairs to easily cross them.
 When a room does not have fixed seats, keep in mind two principles for setting up wheelchair seating
locations:
 The number of chairs removed depends on the total seating (see table below)
 Wheelchair locations should be integrated with other seating areas. (Thus, chairs
removed should be interspersed - front, middle, back, sides of room, etc.)
Total Seating Capacity Required Number of Wheelchair Locations
4-25 1
26-50 2
51-300 4
301-500 6
over 500 6, plus 1 additional space for each total seating
capacity increase of 100

Risk Assessment
25
Managing Risk
An important step to successful event planning is a comprehensive assessment of the risk involved in the event
or activity. You must consider risks in the following five categories:
Physical risks involve harm or injuries to the physical body. Examples might include injuries from
physical activity, inclement weather, equipment or materials, food-related illnesses, dangerous travel
conditions, medical emergencies, etc.
Reputation risks apply to the reputation of the individual staff present, the reputation of University
Housing and Food Service (UHFS), and the reputation of the university as a whole. Examples of
reputation risks might include poor conduct or behavior at an event, or the negative representation of
the department.
Emotional risks pertain to the thoughts and feelings of the organization's members, participants or
attendees, and any other constituents of the event or activity. Examples might include lack of
accessibility to the event, discrimination against attendees, controversy or disruption of the campus,
adverse reactions of participants, sensitive subject matter, and the strain of planning the event.
Financial risks involve both the budget for the specific event and the overall financial health of UHFS.
Examples might include a lack of cost reduction where possible, poor budgeting, failing to meet
fundraising goals, medical bills or lawsuit stemming from injury.
Facilities risks include both the safety of the facilities used for your residents/participants and the
maintenance of the facilities used by your residents/participants. Examples might include a lack of
proper set-up or clean-up for the event, safety and security issues at your location, a lack of familiarity
with the facilities and location, or the disruption of university facilities.
It is important to reach out to Risk Management when beginning to plan any off campus trips, large events or
events with higher perceived risk. Risk management can give you an idea of what safety processes can be
implemented, they can approve specific supplies or vendors (example: inflatables), and they can approve
specific risk related forms.
Risk Assessment

Risk Assessment
26
How to Perceive Risk
Below is a simple and standard Risk Assessment Matrix, which you should refer to when planning for ALL
events— be they small, medium or large. You need to be realistic, practical, and HONEST when filling out an
assessment. If you are in any doubt over risks or potential risks, then seek the advice of your supervisor. This is
not the official Risk Assessment form—this is a tool you use when planning programs. ARCC/RCC staff
completes any risk assessment forms that are to be submitted to the Associate Director of Res Life and Risk
Management.

Meeting Resident Needs
27
It is important to keep in mind the factors that will influence your residents’ success and general happiness in
college when learning to meet their needs. These can include, but are not limited to, the following:
Academics:
How are your students doing in their classes? Do they like their classes? What are they actually
learning? Are they studying enough? Are they nervous about their midterms or exams? Do they need
help or tutoring? Are they on academic probation? Do they have scholarships at risk? Do they know
how to register for classes?
Social Life:
Have your residents made friends on campus? Do they like these friends? Do they have a support
network on campus—people they can hang out with and rely on regularly? Are they engaging in
safe/healthy social activities?
Engagement:
Are your residents involved on campus or in the community? Have they joined a club or organization?
Do they attend events on campus? Have they found a place that appeals to their interests? Do they
feel connected or invested to CSU Chico?
Finances:
Are they okay financially? Is tuition or “making money” stressing them out? Are they looking for or in
need of a job? Can they afford their books and school supplies? Can they afford to eat? Do they feel
like they have the financial ability to do fun things that require money?
Health:
Are your residents taking care of themselves? Are they eating enough? Are they getting enough sleep?
Are they concerned about their body image, and is this healthy? Are they emotionally and physically
healthy? How do they handle stress? Do they drink or do drugs? If so, how often and how much? What
impact does alcohol or drug use have on them?
Awareness:
Are your residents aware of different resources available to them on campus? Do they understand why
they should refrain from using certain language? Do they understand our policies and processes and
why they are in place?

28
One on One’s
During your group and 1-on-1 interactions with your residents you will learn bits of information that will be
important for you to remember. These may be things require follow-up later, are warning signs of larger
issues, or just good information to note (like food allergies). This information can prove especially useful when
you want to:
 connect residents with similar interests
 plan a program
 recognize problems before they develop further
 address a widespread issue
 show that you were listening to the individual
As you gather more information about your residents you will slowly discover needs or “gaps of
knowledge/experience” that your residents have. Some of these needs will be individualized. Maybe Joe
doesn’t know how to register for his classes or Susan wants to join a club, but can’t figure out which one.
These individual needs can be addressed one-on-one either by your direct guidance or by referring them to
the appropriate resource.
Recognizing Trends
Some needs are more widespread and can be considered a “trend.” Perhaps instead of just Joe or Susan half
of your residents don’t know how to register for classes or what clubs exist on campus. Such group needs can
be addressed through programs or Intentional Interactions. You can organize an event where an advisor
comes to your community and explains the registration process, or walk your students as a group over to the
BMU and the Student Activities Office. Just remember that when one resident voices a concern or interest
that doesn’t mean it’s a trend.
Another important thing to keep in mind is that sometimes the problem that is voiced isn’t the actual need;
and it’s important that when you plan your programs you try to uncover and address the root of the issue. For
instance, if your students are struggling academically is it because they don’t know how to study or is it
because your community is not conducive to studying? Or, do they need extra support in the form of tutoring
or the Accessibility Resource Center? By learning about your residents and figuring out what they’re actually
struggling with or would like to do you can program more effectively and better help them succeed in college.

Respecting Our Community Spaces
29
From lost popcorn kernels during a movie night to spilled glitter from an arts & crafts event, remember to
always leave spaces cleaner than when you found them. Any messes left behind will be cleaned up by fellow
RAs or Facilities staff--both of which are already busy maintaining and improving our Residence Halls! Read
the tips below to avoid creating dirty disasters for others.
Take Mess Resistant Precautions:
 Lay down some tarp, put up some signs, or get some extra trash cans; Think ahead and problem-
solve some potential mess causing factors.
 Provide extra trash receptacles to accommodate waste if you are using disposable items.
 Use tarp, cardboard, or plastic bags if your event includes painting, glue, glitter, or other art
supplies.
 Walkthrough your space before the event to remove unwanted obstacles away from foot traffic.
 Post signage to instruct residents on how to properly clean up after themselves. Something as
simple as a reminder to recycle or a warning to avoid touching wet paint can save you a ton of
trouble later on.
Ask Residents to Help You
Cleaning goes by a lot faster with a bit of help. Most residents will be more than happy to help you
after an event, especially if they participated in it. Remember to ask nicely and thank them afterwards.
Take Responsibility for Broken Supplies or Messes
When something beyond your ability to clean occurs, report it to your supervisors immediately.
Whether it’s Facilities discovering newly stained carpet or another RA learning the sound system is
broken right when they need it, no one likes bad surprises. Reporting these issues as soon as they arise
allows them to be resolved quickly. This will also help the community avoid an unnecessary fine!
Put Everything Back Where You Found It
Keep your supply rooms tidy by putting supplies back in their right place immediately after your event.
Make it easier for both you and your peers to keep track of supplies that get low by staying organized!
Throw Away Your Trash
ALWAYS do a walkthrough of your event space after it’s done to find any hidden trash you may have
missed. And remember: just because an event is outside doesn’t mean the trash is someone else’s
problem.
Wipe Everything Down, Vacuum Everything Up
Every community has access to vacuums at the front desk. Paper towels & rags can be acquired from
your community’s Facilities Management staff. Wipe down any furniture and vacuum the floor of any
spaces used during your event. This will help to maintain our communities’ cleanliness and dissuade
other residents from messing it up further.
Respecting Our Community Spaces

Diversity Awareness
30
Human diversity is immensely complex and ever-changing; stories are one way we begin to understand one
another’s experiences and identities. In RA class, we discussed the power of stories: how they connect us, how
they make our thoughts and opinions more “real,” how we are not alone. As we go through training, we will
discuss and explore what “diversity” means, how it impacts us individually and collectively, and how it relates
to the RA role.
Consider the following questions as we begin:
● What do we, as a group, value? What do you, as an individual, value? (These may be different
from one another—and that’s okay)
● When asked, “who are you?”, how do you respond? What aspects of your identity are most
salient right now?
● How have you experienced positive aspects of diversity? Negative aspects of diversity?
Diversity Statements
Let’s jump in to how the university and the department approach diversity. Read the following statements.
California State University, Chico:
“We are committed to providing an inclusive and welcoming environment where students,
faculty, and staff can succeed and thrive. Together we can foster a climate that acknowledges
and celebrates the differences that define who we are.”
University Housing and Food Service as of Summer 2016:
“The Department of University Housing & Food Service celebrates and recognizes that the
University community is comprised of persons who represent diversity on many levels ...
diversity of thought, belief, race, ethnicity, culture, gender, gender identity/expression and/or
sexual orientation. All members of the University community are equal and accountable to each
other. ..The Department of University Housing & Food Service embraces the philosophy that
ALL persons who are marginalized, ridiculed and demeaned for their inherent and unique
differences are entitled to ‘places where allies dwell’ ... by definition, this includes Chico State
residence halls and the offices of each University Housing staff member. In a community of
scholars, there is no place for hateful behavior. The Department of University Housing & Food
Service affirms and celebrates the dignity of all people.”
Consider the following questions:
 What parts of each statement stick out to you? Why?
 What is missing from these statements?
 How do you see these statements applying to the RA role?
Diversity Awareness

2015 Chico State Demographics
Diversity Awareness
31
Full-TimeEquivalent students 16,140
Total Number of Students 17,220
Freshmen: 4,100 (2,699 first-time; 1,401 transfer or
continuing) (24%)
Sophomores: 2,338 (14%)
Juniors: 4,027 (23%)
Seniors: 5,632 (33%)
Postbaccalaureate Students: 1,123 (7%)
Age
Average (undergraduate and graduate): 23
Undergraduate Average: 22
Undergrad Student Ethnicities
African
American
392 2%
American
Indian
92 1%
Asian 1,020 6%
Hawaiian/Other
Pacific Islander
26 0%
Hispanic 4,791 30%
Two or More
Ethnicity
835 5%
White, Non-
Latino
7,373 46%
Unknown 1,568 10%
Undergrad Student Gender
Female: 52%
Male: 48%
Student Profile
95% of the total student population comes from
California: 29.8% from CSU, Chico's service area;
20.2% from the rest of Northern California; 23.9%
from Central California; and 21.1% from Southern
California. 5.0% are out-of-state or international
students.
Instructional Faculty 966*
Full-time Faculty: 49%
Part-time Faculty: 51%
Full-time Faculty with Doctorates/Terminal
Degrees 84%
Staff 986*
* Coaches, librarians, and others who have faculty
status but primarily engage in non-instructional
functions are counted as staff rather than
instructional faculty.
Instructional Faculty Ethnicities
American Indian/Alaska Native: 0.5%
Asian: 6.7%
Black/African American: 0.7%
Hispanic/Latino: 3.8%
Two or More Ethnicities: 1.2%
White: 79.1%
Not Specified: 7.9%
Staff Ethnicities
American Indian/Alaska Native: 0.8%
Asian: 4.2%
Black/African American: 2.0%
Hispanic/Latino: 9.7%
Native Hawaiian/Other Pacific Island: 0.2%
Two or More Ethnicities: 1.9%
White: 74.2%
Not Specified: 6.7%
*The student, faculty, staff, & administrator
data was takenfrom the CSU, ChicoOffice
of Institutional Research
(http://www.csuchico.edu/ir/)
*The community data was taken from the
Census Bureau
(http://quickfacts.census.gov/FILL)
*All numbers are rounded up

Peer Feedback 101
32
Generating Questions on Diversity
What Makes A Good Question?
A good question should be all of the following:
 Open. There are no embedded cultural, political, or ideological assumptions.
 Inviting. It involves both head and heart. People can respond with their feelings and their
thoughts.
 Honest. It has not already been answered conclusively―yet finding an answer is crucial to
moving forward.
 Experiential. If they choose, people can tell a story or recall an experience that relates to the
question.
 Inclusive. Anyone at the table could have something valuable to say―whatever their age, race,
gender, or level of education may be.
 Generative. Can’t be answered with a “yes” or “no”, or a cliché.
 Relevant. Even though broad, the question applies to many of the real issues we each and all
face.
 Inspiring. Makes you want to find an answer and do something about it.
A topic could be as simple as an issue (peace on earth) or a theme (love) with three questions after it
 What do you think about it?
 What do you feel about it?
 What are you inspired to do about it?
This was precisely the topic in cafes throughout Seattle in the months after 9/11. During the first Conversation
Week in Seattle (2002), all cafés touched on the following set of questions:
 How is 9/11 changing your life? (thinking)
 Where do you see reason for hope? (feeling)
 What are you now called to do? (doing)
Questions forConnecting Ideasand Finding Deeper Insight
 What’s taking shape? What are you hearing underneath the variety of opinions being expressed?
 What’s emerging here for you? What new connections are you making?
 What had real meaning for you from what you’ve heard? What surprised or challenged you?
 What is it we’re not seeing? Where do we need more clarity?
 What’s been your/our major learning, insight, or discovery so far?
 What’s the next level of thinking we need to do?
 If there was one thing that hasn’t yet been said in order to reach a deeper level of
understanding/clarity, what would that be?

Peer Feedback 101
33
Questions That Create Forward Movement
 What would it take to create change on this issue?
 What could happen that would enable you/us to feel fully engaged and energized about (your
situation)?
 What’s possible here and who cares? (rather than “What’s wrong here and who’s responsible?”)
 What needs our immediate attention going forward?
 If our success was completely guaranteed, what bold steps might we choose?
 How can we support each other in taking the next steps? What unique contribution can we each
make?
 What challenges might come our way and how might we meet them?
 What conversation, if begun today, could ripple out in a way that created new possibilities for the
future of (your situation)?
 What seed might we plant together today that could make the most difference to the future of
(your situation)?
Resources:
Vogt, E., Brown, J., and Issacs, D. (2003). The Art of Powerful Questions: Catalyzing Insight, Innovation, and
Action.
These lessons are adapted from resources available from The Public Conversations Project,
www.publicconversations.org.
Looking ForExamplesto EngageWithDiversity?
Many examples centered on diversity can be found as resources on WildcatSync. Another
resource is to refer to your supervisor and request to see their Chico State Diversity Resource
Guide. The guide is published by the CSU, Chico Office of Diversity and Inclusion and is a
fantastic resource for the campus community:
http://www.csuchico.edu/diversity/resources/resource-guide.shtml.

Peer Feedback 101
34
Inclusive Language Guideline: Words Matter
Universities have a particular role to play in educating staff and students of the potentially excluding nature of
some language use. Language in particular can be discriminatory through inappropriate references to
sexuality, gender, disability, religion or race. As a student leader, you are expected to follow principles of
inclusivity and equality.
Inclusive language uses expressions and terms that are respectful of others and do not demean or stereotype.
Inclusive language is not difficult to learn, awkward or grammatically incorrect. In many cases, it means
avoiding certain expressions and selecting others that already exist in common language. Simply, the language
we use can help build a stronger Chico community and further our ability to thrive in an increasingly diverse
environment.
Language, Ethnicity and Culture
The diversity of Chico’s population in terms of origin, descent, language, culture, religion and other
characteristics is, and should be, reflected in the way we use language. Inclusive and non-discriminatory
language enables us to describe ourselves in an integrated way. We may talk about ethnic groups as a way of
describing people who share a particular national origin, religion, language, or culture. However, the term
‘ethnic group’ can be misleading as everyone belongs to an ethnic group, not just those who are of non-Anglo-
Celtic origins. If it is important to specify the cultural identity of a person, be aware some prefer not to be
identified through background, origin or descent. Oftentimes members of racial and ethnic minorities are
more likely to be described in stereotypical terms than those of the majority group.
Below is a brief list of slang that promotes negative stereotypes surrounding cultures and ethnicities. Though the
list is not exhaustive, you should familiarize yourself and begin practicing inclusive language.
Avoid Alternatives
Black Sheep
Black Listed
Indian Giver
Oriental (Historically, this refers to the exotic-ized
“East” in comparison to the West.)
Non-White (This suggests white is the norm.)
Alien
Outcast
Banned
To ungift, repossess, to go back on one’s word
Asian; Considering the diversity of the peoples
within Asia, it is better to be more specific though.
Person of Color; To be labeled “colored” is
considered offensive although some individuals still
prefer it. Ethnic and urban are also considered terms
with negative undertones and are not synonymous.
Immigrant or migrant; However it depends on the
individual if they prefer these terms or something
different. Ask yourself if a person’s citizen status
needs to be identified at all, and ask the person
themselves what they identify as.

Peer Feedback 101
35
Gender Inclusive Language
Language has often been used to reinforce gender inequality, with the bias being expressed in favor of males
over women. For example, generations of Americans have been taught that the word “men” should be read as
including both men and women. Other common instances of gendered language include words that assume
connections between jobs or roles and gender (like “policeman”) and language conventions that differ
depending on the gender of the person being discussed (like using titles that indicate a person’s marital
status).
Language that discriminates by not appropriately reflecting a person’s role, status and contribution in society
may be regarded as sexist. Most people no longer understand the word “man” to be synonymous with
“person,” so clear communication requires us to be more precise. And using gender-neutral language has
become standard practice in everyday life, academic writing, and research.
Below is a brief list common words that promotes gendered language. Though the list is not exhaustive, you
should familiarize yourself and begin practicing inclusive language.
Avoid Alternatives
Guys or You guys (when referring to a group)
Man/Mankind
Freshman
The common man
Chairman
Policeman
Sir or Madame (In formal letters, emails, etc.)
Manning
Y’all, Everyone, Everybody
Person/Human Beings
First-Year Student
The average person
Chairperson, coordinator, lead, etc.
Police Officer
To Whom it May Concern, Dear Members of the
Committee, etc.
Staffing

Peer Feedback 101
36
Language and Disability
Discriminatory language in relation to the portrayal of people with a disability is often characterized by
depersonalizing them through emphasizing the disability rather than the person. Remember: People have
disabilities or conditions. People are NOT their disabilities or conditions.
Language surrounding disability is based on these foundations:
 Use language that is respectful and straightforward.
 Disability is a legally defined term for a protected class of individuals and remains an appropriate term
when applicable.
 Refer to a person’s disability only if it is relevant
 Avoid terms that lead to exclusion (e.g., “special” is associated with “separate” and “segregated”)
 Avoid negativewords that imply tragedy, such as afflictedwith, suffers,victim, prisoner and unfortunate.
 Avoid making assumptions or generalizations about the level of functioning of an individual based on
their diagnosis or disability. Individuals are unique and have diverse abilities and characteristics.
Peoplefirst language is used to speak appropriately and respectfully about an individual with a disability.People
first language emphasizes the person first not the disability. For example, when referring to a person with a
disability, refer to the person first by using phrases such as: “a person who …”, “a person with …” or, “person
who has…”
Below is a brief list common words that promotes able-ist language. Though the list is not exhaustive, you should
familiarize yourself and begin practicing inclusive language.
Avoid People First Language
Wheelchair bound, confined to a wheelchair,
wheelchair person
The handicapped, the disabled, the impaired, the
challenged
Normal person, healthy person
Disturbed, crazy, psycho, schizo, insane, manic,
mental, a problem child, etc
Handicapped Parking
Midget
Mongoloid
Has overcome his/her disability, is courageous
A person who uses a wheelchair
People with disabilities
Person without a disability
Person with an emotional or behavioral disability,
person with a mental health or a psychiatric
disability
Accessibility parking
A person of short stature
Person with Down syndrome
Person who is successful, productive

Peer Feedback 101
37
Other Areas of Inappropriate Discriminatory Language
Age Referring to age is often used to reinforce stereotypes, such as ‘lacking in experience’ for youth or
‘incompetent’ for older people. If it is relevant to refer to age, do not use terms that are demeaning or
make assumptions about physical or intellectual capacity.
Sexual Preference Any discussion pertaining to sexual orientation should be accurate and informed.
Those from the QUILTBAG community (Queer/Questioning, Undecided, Intersex, Lesbian, Trans,
Bisexual, Asexual, Gay/Genderqueer) should be described in terms that do not trivialize or demean
them and do not encourage discrimination. Avoid negative stereotyping of supposed characteristics of
the QUILTBAG community. For example, do not assume that everyone belongs to a traditional concept
of family. Use the term ‘partner’ for couples, etc.
Just Joking! Avoid jokes or humor that is based on stereotypes. They may be offensive or hurtful, or
designed to be overtly offensive by saying ‘no offense, but...’ If you are quoting in an academic context,
or if the source has used discriminatory language, you can use ‘sic’ to illustrate that the quote is precise
from an original and where relevant, source material should be referenced.
Implementation of these Guidelines
Any written or verbal form of communication you use should follow principles of inclusivity and equality.
These guidelines are not an exhaustive list, but should be seen as useful tips to increase awareness in our use
of language. Always consider different contexts and perspectives when using language concerning minority
groups and practice mindfulness and courtesy. If in doubt about any use of language, seek advice from your
supervisor or ask the person in question directly what they prefer.
For further information about equal opportunity, please contact the Office of Diversity and Inclusion.
University Phone: 530-898-4764
Fax: 530-898-4491
Kendall Hall 118
References
Using Inclusive Language – The University of Western Australia
What Did I say – A guide to using non-discriminatory language - Queensland Government
Guidelines for the Use of Non-Discriminatory at UTS
Pauwels, A. (1991). Non Discriminatory Language, AGPS: Canberra.
AGPS (1988). Style Manual for Authors, Editors and Printers, Canberra
Inclusive Language Guidelines — Southern Cross University
Gender-Inclusive Language — UNC Chapel Hill
Office of Disability Integration and Coordination—FEMA
National Center on Birth Defects AND Developmental Disabilities (CDC)

Peer Feedback 101
38
Our staff is talented, unique, and comprised of very different individuals. You will encounter diverse
perspective and ideas—this makes us dynamic and a great team! But it also leaves a lot of room for conflict.
Feedback is often viewed as a negative or uncomfortable interaction, however feedback is important to help
us grow as you can’t improve until you know what you are struggling with. Learning how to give and react to
feedback can become an invaluable skill to support your success as a team!
Good feedback is productive. It both affirms and supports the person receiving it. Helpful feedback makes a
distinction between the person and their action which may need improvement. This distinction emphasizes
that one’s work does not represent the person as a whole. Good feedback is given with the constant message:
“I appreciate you and what you have done and whatever else I say should be taken in this context.”
On the flipside, bad feedback makes a receiver feel “attacked” or “put down.” Some characteristics of bad
feedback are: it is directed specifically at the person rather than what needs to be improved; it is unhelpful (it
does not suggest how or what can be improved); it is judgmental; and it can be dehumanizing or belittling.
The Basics of Good Feedback
Now that you know the difference between good and bad feedback, below are some points on how to
effectively deliver good feedback.
Doing it in person
It’s hard to deliver feedback beyond person to person interactions. Because body language and tone often
gets lost in translation when delivered through messages. Minimize any opportunities for the recipient to
misunderstand or misinterpret what you are trying to say by ALWAYS doing feedback in person! Do not use:
post-its, texts, online chats, or emails.
Being realistic
Direct your comments towards matters on which the person can act. Don’t make suggestions which are
outside the person’s capabilities. Feedback is helpful so long as it respects a person’s individual way of doing
things and learning.
Being descriptive and non-judgmental
Generalizations are unhelpful. Base your comments on concrete observations or materials. Feedback should
be specific enough to allow the person to pinpoint the areas to which you are referring and have a clear idea
of what is being said about those specific areas. For example, “You don’t give off a lot of energy” is not as
helpful as “I noticed that you were using a lot of passive body language.” Give a small number of actionable
suggestions that the other person can act on in the future.
Being direct
Say what you mean. Don’t wrap it up in fancy words or abstract language. Check your response. Is it an
accurate reflection of what you want to express?
Peer Feedback 101

Peer Feedback 101
39
Explaining the impact to avoid conflicts
Point out the direct impact that resulted from their actions, again trying to be as specific as possible. Saying, “I
feel upset that you didn’t put up the flyers for our program” is much more effective than “You’re irresponsible
because you didn’t put up the flyers.” It’s much more difficult to argue with phrases like “it made me feel,” “I
noticed that,” or “I think that…,” and using those phrases will keep the feedback session from devolving into a
debate.
Being sensitive to the perspective of your peer
Just because the other person’s contributions have not met your goals doesn’t imply that their intention was
to fail expectations. Link your comments to their intentions; listen carefully to what they have to say. If there
is a common task goal be careful to ensure that you have a shared interpretation of what that means.
Acting timely while also giving time
Time your comments appropriately. It is no use offering feedback after the person receiving it has put the
work aside and moved on to other things. After giving feedback, pause and ask for the other person’s
reaction--give them time to think through your input. Allow the recipient to ask or answer questions and
respond to what you’ve said.
Avoiding comparisons
Treat each person’s work as their own, not part of some supposed competition with others. Be cautious about
giving feedback in a context in which the comments which you give one person will be compared with those of
another. Such comparisons devalue personal motivation.
Reflecting before acting
Have you perceived their contribution accurately? There is nothing more annoying than to receive criticism
from someone who clearly hasn’t bothered to pay attention to what you have done. Also note your own
emotional state before you give feedback. If you are anxious or defensive you may well distort otherwise
helpful comments. Feedback is never a time for you to relieve yourself at the expense of the other person.
Just because you have a lot of feelings doesn’t mean you should overload someone with all of them at once!
Recognizing feedback can include praise
Feedback isn’t solely about what needs to be improved! Say what you appreciate and not just the things that
you react negatively towards. Praise and recognition is as equally important as constructive comments.
Final Tips For Good Feedback
 Talk privately to the person. Especially do not gossip or complain behind their backs! Talking in private
reduces strong feelings or embarrassment the person may have in receiving your comments.
 Focus on reinforcing the positive rather than combating the negative “I really appreciate it when you
do___” “I really enjoyed ___, can we try ____ too?”
 One method to use is the Compliment sandwich: Tell them something they do well, something they
could work on, and end with something else they do well.
 Recognize it’s okay to ask for clarification.
 Assume best intent. Your teammates aren’t trying to hurt your feelings. Assume they are giving you
feedback because they care.

Peer Feedback 101
40
Asking For and Receiving Feedback
There is no point in asking others to give you feedback unless you are prepared to be open to it and to
consider comments which differ from your own perceptions. Consider the points below to ready yourself to
receive feedback.
Being explicit
Make it clear what kind of feedback you are seeking. If necessary indicate what kinds you do not want to
receive. The feedback from others is entirely for your benefit and if you do not indicate what you want you are
unlikely to get it.
Being attentive
Concentrate on what is being said. Focus on what the person wants you to know, not on what you would like
to hear.
Becoming self-aware
Notice your own reactions, both intellectual and emotional. Particularly notice any reactions of rejection or
censorship on your part. If another’s viewpoint is at conflict with your own, do not dismiss it. Some people find
it useful to partially dissociate or distance themselves in this situation and act as if they were witnessing
feedback being given to someone else.
Checking yourself
Don’t use the excuse of correcting factual errors to avoid hearing and resonating with the substance of what
has been said. Don’t be distracted by the need to explain: if you continue to feel that you need to give an
explanation do it later after the feedback session once you are sure you have attended to all that has been
said. Frame a response after you have listened carefully to what has been said.
Written Versus Face-To-Face feedback
In principle, there is no difference between feedback given in written form and that in person. However, with
written feedback there is normally no opportunity to resolve misunderstandings and it is necessary to be very
explicit and brief in formulating responses. Written form also gives no opportunity to adjust your response in
light of the immediate reactions of your peer. Thus, the tone and style of how written feedback is given should
be done with careful considerations!
Though face-to-face feedback may seemawkward or difficult, written feedback removes your ability to create
a personal dialogue with your peer.

Peer Feedback 101
41
The Rosenberg NonViolent Communication Method (NVC) is a powerful tool comprised of 4 steps that
communicates feedback in a way that meets both parties needs. It helps to bridge understandings between
others by transforming potential conflicts into peaceful dialogues. NVC shows us how to listen emphatically
and also communicate our feelings and needs.
Examples of Using NVC
Situation 1:
You are Tina’s co-worker and you asked her to help you with an event in advance. The day before the
program, Tina tells you she is leaving to go on a trip.
What you could say: When I hear you say you are leaving tomorrow and then remember you saying
two weeks ago that you would help me, I feel frustrated and confused. I need more clarity and some
reassurance that we are communicating accurately. Would you be willing to 1) tell me what you are
feeling when you hear me say this and 2) postpone your trip?
Situation 2:
You are working at an event and you see another student litter.
What you could say: When I see you don’t use the trashcans and leave your food on the ground, I feel
concerned for the others here. I want the area to be a safe, clean space for the students who are
staying longer. Would you be willing to use these napkins to clean up your trash?
Situation 3:
A student at your program becomes irritated and starts shouting obscenities at you.
What you could say: When I hear you addressing me like that, I feel scared and overwhelmed because I
need cooperation in order to help you. Are you willing to tell me how you are feeling and what you
need right now instead of what you think I am?
Situation 4:
You are Tina’s co-worker and you see her leave her work materials and program merchandise scattered
throughout the office.
What you could say: When I see your items spread out across all the desks, I feel uncomfortable
because I need order and consistency. Are you willing to designate a specific area in the office as your
work space and put all the raffle prizes materials in one box?
The Rosenberg Method:
Using NVC To Give Feedback

Peer Feedback 101
42
The 4 Steps to NVC
You may have found the above examples strange at first because the phrasing doesn’t pop up in common
conversations. However, this method provides a simple and predictable framework that takes some of the
volatility out of giving and receiving feedback. Beyond being used for effective feedback, it should be noted
that NVC can be used to: resolve student concerns during incidents, clearly communicate your needs to
anyone in your life, and de-escalate feelings. Here’s how to do it:
1. Observe the concrete actions that are affecting us: What are we observing others saying or doing that
is either enriching or not enriching our life? The trick is to be able to articulate this observation without
introducing any judgment or evaluation.
2. Vocalize how you feel in relation to what you are observing: Are you hurt, scared, joyful, amused,
irritated, etc? Refer to the list of interpretations vs. feelings in order to ensure you are not confusing
evaluations with emotions.
3. Communicate your needs, values, desires, etc. that are not being met and thus creating ourfeelings:
Connected your needs to the feelings you have identified.
4. Request a concrete action in order tofix the situation: Explicitly requesting an action allows you to
communicate your needs and give others a purpose.

Peer Feedback 101
43
Feelings Versus Interpretations
NVC distinguishes actual feelings fromwords and statements that describe thoughts, opinion, assessments,
and interpretations. After practicing NVC you will realize that one of the hardest steps to follow is recognizing
your feelings. This is because non-feelings are commonly misused as feelings. Below are some examples.
Feelings
Scared, frightened, fearful, afraid
Impatient, anguished, disturbed, stressed
Concerned, distressed, worried, tired, anxious
Confused, nervous, puzzled, reluctant, hesitant
Angry, upset, annoyed, irritated, furious
Indifferent, lonely, distant, passive
Ashamed, embarrassed, guilty
Overwhelmed, shocked, surprised
Sad, hurt, sensitive, vulnerable
Discouraged, frustrated, disappointed,
uncomfortable, unhappy
Helpless, hopeless
Envious, jealous
Optimistic, excited, energetic, eager
Hopeful, confident, positive, trustful
Encouraged, inspired, stimulated
Interested, intrigued, curious
Amazed, surprised, delighted
Calm, peaceful, comfortable, relaxed
Fulfilled, pleased, relieved, satisfied
Touched, moved
Thankful, gratified, grateful, glad
Common Non- Feelings*
Put down
Unappreciated, rejected, unheard
Unsupported
unwanted, neglected
used
abandoned
abused
Attacked, provoked
betrayed
boxed-in
bullied
cheated
distrusted
interrupted
intimidated
manipulated
Misunderstood
Pressured, coerced, cornered
*Note that in the context of NVC, these are not
feelings because it adds an element of assumed
evaluation/intent to another person’s actions.
However outside of NVC you may claim these
words.

Peer Feedback 101
44
Understanding Needs
Needs are simpler to understand because they are universal. However you should note the difference
between needs and strategies for meeting needs. Needs are typically one word and universal to all humans.
Strategies involve actions to meet the needs. Saying “I have a need for order” is a clear expression of a need.
But saying “I need you to pick up after yourself” is an expression of a strategy. Identifying needs can be a
challenge for most people as we have been trained by society to fix things ratherthan recognize needs. Just
remember: people don't like "being fixed."

Extra Resources
45
The following items are available for all Residential Life Programming events. A Programming Request Form
must be submitted for any requests for food or other items through Sutter Dining Services.
Programming Request Forms need to be submitted at least 7 business days in advance of your event. Orders
are to be picked up between 7am-10am or 1pm-5pm or between 7pm-8pm any day of the week, unless
approved by Joe Bassett. Food requests for 50 or more people may request alternate pick up times. Beverage
Service is available with 24 hour advance notice, weekend requests must be submitted by Friday at 2pm
(subject to availability).
The Programming Request Form must be emailed by your professional staff to:
James Lehr - jlehr@mail.csuchico.edu
and copy Joe Bassett – jdbassett@csuchico.edu
OUTDOOR BBQ’s
Enjoy a Hamburger, Hot Dog and
Vegetarian substitutes BBQ with
all of the trimmings. Choice of
Potato or Macaroni Salad, Cookies
and beverages.
$3.50 per person
Fifty person minimum.
OTHER SPECIALS:
Lasagna Dinner with Caesar Salad,
Garlic Bread, Cookies and
beverages.
$3.50 per person
Twenty person minimum.
Luau: Huli Huli Chicken, Sticky
rice, Fresh vegetables,pineapple,
cookies and beverages.
$3.50 per person
50 person minimum
Sack Lunches: Includes sandwich,
chips, cookie, fruit and bottled
water.
$2.50 per person.
Paper goods INCLUDED:
 Dinner plates
 6” plates
 Napkins
 Plastic cups
SPECIAL EVENTS
Vegetable Tray & Dip $ 6.50
Fresh Fruit Tray $ 7.50 10 person min
Tortilla Chips & Salsa $ 6.00
Potato Chips & Dip $ 6.50
Ice cream social (50 person min.) $ 85.00 Fifty person minimum
OTHER
Canned sodas $ 10.00 Case 24
Bottled water $ 8.50 Case 24
Assorted donuts $ 8.00 dozen
Assorted muffins or cupcakes $ 4.50 dozen
Assorted cookies or Brownies $ 4.50 dozen
Ice cream sandwich / Fudgesicles $ 1.50 each
Rice Krispies treats $ 9.50 Box of 20
Punch / Lemonade $ 6.50 3 gallons
Coffee $ 7.00 3 gallons
Hot chocolate $15.00 3 gallons
Sutter Dining Services

Extra Resources
46
Programing Food Request Form
The Programming Request Form must be emailed by your professional staff to: James Lehr
(jlehr@mail.csuchico.edu) and copy Joe Bassett (jdbassett@csuchico.edu).
Request Date Date of Event
THIS FORM MUST BE SUBMITTED AT LEAST 7 BUSINESS DAYS IN ADVANCE OF THE EVENT
(Exception of 24 Hours Required for Ice, coffee, punch, hot chocolate and Hot Water only, weekend request must
be submitted by Friday @ 2pm)
Name of Requestor
Community or Program
Phone Number
Email Address
Name of Program
ProgramDescription
Estimated Attendance
Time of Pick-up Who Will
Pick Up Order?
Food Items (Fromlist of food choices)
Food Item
(From Attached Choices)
Quantity Total Cost
(For Office Use Only
Subtotal
Other Items (Beverages, Paper Products, Utensils, Cups, Linens)
Item Quantity Total Cost
(For Office Use Only
Subtotal
Approved By
Total Cost

Extra Resources
49
RHA Executive
Board
Oversees the
operations of RHA
while representing
student voice of
University Housing at
the campus level.
Provide support to
the community
councils.
Meets weekly
Mondays 6:00 PM
Members (7)
President
Vice President
NCC
Diversity Director
Marketing Director
Sustainability Director
Administrative
Director
Advised by
RHA Advisor
RHA General Board
Representative board
made up of RHA Exec
members and CC
Representatives. RHA
business such as
funding requests,
elections, initiatives
and legislation is
conducted.
Meets weekly
Mondays 8:00 PM
Members (17)
RHA Executive Board
North Campus
President,RHA Liaison
Sutter
Whitney
Shasta and Lassen
University Village
Advised by
RHA Advisor
Resident Leaders
Meetings
Continued training,
leadership
development and
opportunity for cross-
community
interaction attended
by CC Execs and RHA.
Meets approx. once a
month Tuesdays
3:30-5:00
Attendees (100+)
RHA Executive Board
North Campus CC
Sutter CC
Whitney CC
Shasta and Lassen CC
University Village CC
Facilitated by RHA
Advisor and ARCC
Staff
Community Council
Allows members of
each community the
opportunity to
represent their
residence hall, plan
events for their
communities and
develop as leaders.
Meets weekly
Tuesdays
3:30-5:00 PM
Members (5+)
CC Executive Board
Community
Representatives
General Members
(Any student living in
the community may
attend meetings as a
general member)
Advised by ARCCs
and RA Co-Advisors
Community Council
Executive Board
Manages the activities
of the CC.Responsible
for CC meetings and
attending RHA level
meetings.
Meets at the
discretion of the
advisors
Members (5+):
President
Administrative
Coordinator
Coordinator of
RecognitionandTeam
Development
Public Relations
Coordinator
RHA Liaison
Other positions as
needed
Advised by ARCCs
and RA Co-Advisor
Residence Hall Association Flow Chart

Extra Resources
50
August 2016
18th Move-In Tables 3:30pm Communities
21st Sunday Sundae Social 4pm UHUB
22nd
-30th CommunityCouncil Info Sessions Communities
September 2016
2nd
-3rd LeaderShop:Camp COCO Weekend Long Wildcat Recreation Center
5th RHA Interviews 6:00pm UHUB
6th
CommunityCouncil Executive Board
Applications Due
TBD Communities
6th First CommunityCouncil Meeting 3:30pm Communities
6th RHA Announcement Communities
7th
-13th CommunityCouncil Interviews 3:30pm Communities
13th CommunityCouncil Meetings 3:30pm Communities
15th CommunityCouncil Announcement Communities
17th CommunityCouncil Exec Training 11am-4pm UHUB
19th First RHA General Board 8:00pm UHUB Smart Classroom
26th RHA General Board 8:00pm UHUB Smart Classroom
October 2016
3rd RHA General Board 8:00pm UHUB Smart Classroom
4th
Resident Leaders Meeting (Being
the Best Leader Possible) 3:30pm UHUB/TBD
14th
-21st Spirit Week All Week Long
15th Make A Difference Day TBD TBD
18th Professor Palooza 5:00pm UHUB
19th COCO Bonding 3:30pm TBD
21st Lip Sync
31st Haunted Hub 7-10pm UHUB
RHA/Community Council Schedule

Extra Resources
51
November 2016
1st Resident Leaders Meeting
(Maintaining Motivation)
3:30PM UHUB
7th
RHA General Board 8:00pm UHUB Smart Classroom
8th
CommunityCouncil Meetings 3:30pm Communities
11th
Veterans Day (No School)
11th
-13th
PACURH Weekend Long USC
15th
19th
-27th
Thanksgiving Break—(No Meetings)
28th
RHA General Board 8:00pm UHUB
29th
CommunityCouncil Fun Day TBD TBD
December 2016
2nd
Fall Leadership Reception TBD 6-8pm
12th
-16th
Finals Week (No Meetings)
January 2017
20th
-21st
LeaderShop 2.0 4-10pm/9-6pm TBD
23rd
School Begins
24th
CommunityCouncil Meeting 3:30pm Communities
30th
RHA General Board 8:00pm UHUB
31st
February 2017
6th
7th Resident Leaders Meeting
(Translating Your Experience)
3:30pm UHUB
20th
21st
24th-26th PACURH No Frills Weekend Long TBD
27th
28th

Extra Resources
52
March 2017
7th
11th
-19th
Spring Break
20th
21st
27th
28th
April 2017
3rd
4th
CommunityCouncil Meeting 3:30pm Communities
10th
11th
17th
18th
World Café Assessment TBD TBD
24th
25th
May 2017
1st
5th End of Year Leadership Banquet 6:00pm BMU
15th
-19th
Finals Week
Special Timeline Events
Application Process August 15th
-August30th
LeaderShop:Camp COCO September 2nd
-3rd
COCO Exec Selection Process September 7th
-14th
Make A Difference Day October 15th
Spirit Week October 16th
-23rd
Haunted Hub October 31st
PACURH November 11th
-13th
Fall Leadership Reception December 2nd
LeaderShop 2.0 January 20th/21st
PACURH No Frills February 24th
-26th
World Café Assessment April 18th
RHA Leadership Banquet May 5th
RLM Focus
October 4th
Being the BestLeader Possible
November 1st
Maintaining Motivation
February 7th
Translating Your Experience

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