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.
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 outlines the academic advising syllabus for a faculty advisor at Dillard University. It begins with contact information for the advisor and states Dillard University's mission of producing broadly educated, culturally aware graduates concerned with improving humanity. The advising mission is to empower students through curricular and co-curricular engagement. Goals include having 80% of students complete early registration and be satisfied with advising. Student outcomes include utilizing resources to clarify goals and independently conduct career exploration. The document concludes with rights and responsibilities of students and advisors.
Students in Capella University's master's counseling programs complete 700 hours of fieldwork experience at sites in their communities under the supervision of an on-site supervisor. This includes a 100 hour practicum and 600 hour internship. Students provide direct counseling services and develop skills. They also participate in online coursework and weekly group supervision meetings. Fieldwork sites must meet requirements and provide opportunities for students to complete their program requirements, including recording counseling sessions.
Ra position, description and residence life statement of UdiversityDaniel Leon
The document summarizes the responsibilities and requirements of the Resident Assistant position at the University of Pittsburgh for the 2017-2018 academic year. Key responsibilities include promoting student welfare, aiding personal and educational development, enforcing policies, responding to emergencies, assisting with programming events, and performing regular duty shifts. The position requires on-campus residence in the halls, a minimum GPA, and priority focus on the role outside of academic obligations. Remuneration includes full room and meal plan.
The document is a 3 page job description for a Resident Assistant position at UCSD Revelle College. It outlines the main responsibilities of an RA which include serving as a role model for residents, facilitating communication between residents and staff, planning educational programs, enforcing policies, being available to residents, providing peer counseling, assisting with facility administration, and other duties as assigned. It also lists the qualifications like being a full-time student with a minimum GPA and compensation which includes free housing and a meal plan stipend.
This document outlines the expectations for Resident Assistants (RAs) at Clemson University. RAs must be enrolled full-time students, maintain a minimum GPA of 2.5, personally adhere to the student code of conduct, and display commitment to leadership, sustainability and social justice. The responsibilities of RAs include building community, addressing conflicts or incidents, and being available for on-call duties including nights and weekends. RAs must also attend regular meetings, submit documentation and fulfill general facilities and administrative tasks.
The document advertises open positions for Resident Assistants (RAs) at a university. RAs assist with daily operations in campus residence halls by living on campus and helping students adjust to university life. They must balance roles like planner, advisor, role model and more. Applicants must meet minimum requirements including a GPA of 2.75 and be a full-time undergraduate student. Responsibilities include developing programs, being available to students, upholding standards, and serving on-call rotations. Benefits include a scholarship, reduced housing, and career development opportunities.
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 outlines the academic advising syllabus for a faculty advisor at Dillard University. It begins with contact information for the advisor and states Dillard University's mission of producing broadly educated, culturally aware graduates concerned with improving humanity. The advising mission is to empower students through curricular and co-curricular engagement. Goals include having 80% of students complete early registration and be satisfied with advising. Student outcomes include utilizing resources to clarify goals and independently conduct career exploration. The document concludes with rights and responsibilities of students and advisors.
Students in Capella University's master's counseling programs complete 700 hours of fieldwork experience at sites in their communities under the supervision of an on-site supervisor. This includes a 100 hour practicum and 600 hour internship. Students provide direct counseling services and develop skills. They also participate in online coursework and weekly group supervision meetings. Fieldwork sites must meet requirements and provide opportunities for students to complete their program requirements, including recording counseling sessions.
Ra position, description and residence life statement of UdiversityDaniel Leon
The document summarizes the responsibilities and requirements of the Resident Assistant position at the University of Pittsburgh for the 2017-2018 academic year. Key responsibilities include promoting student welfare, aiding personal and educational development, enforcing policies, responding to emergencies, assisting with programming events, and performing regular duty shifts. The position requires on-campus residence in the halls, a minimum GPA, and priority focus on the role outside of academic obligations. Remuneration includes full room and meal plan.
The document is a 3 page job description for a Resident Assistant position at UCSD Revelle College. It outlines the main responsibilities of an RA which include serving as a role model for residents, facilitating communication between residents and staff, planning educational programs, enforcing policies, being available to residents, providing peer counseling, assisting with facility administration, and other duties as assigned. It also lists the qualifications like being a full-time student with a minimum GPA and compensation which includes free housing and a meal plan stipend.
This document outlines the expectations for Resident Assistants (RAs) at Clemson University. RAs must be enrolled full-time students, maintain a minimum GPA of 2.5, personally adhere to the student code of conduct, and display commitment to leadership, sustainability and social justice. The responsibilities of RAs include building community, addressing conflicts or incidents, and being available for on-call duties including nights and weekends. RAs must also attend regular meetings, submit documentation and fulfill general facilities and administrative tasks.
The document advertises open positions for Resident Assistants (RAs) at a university. RAs assist with daily operations in campus residence halls by living on campus and helping students adjust to university life. They must balance roles like planner, advisor, role model and more. Applicants must meet minimum requirements including a GPA of 2.75 and be a full-time undergraduate student. Responsibilities include developing programs, being available to students, upholding standards, and serving on-call rotations. Benefits include a scholarship, reduced housing, and career development opportunities.
ACD Staff Expectations for Residence Education 2016-17shywren
The document outlines the expectations for Assistant Community Directors (ACDs) at Michigan State University. Key responsibilities include supervising Resident Assistants, ensuring safety and security in the residential community, advising student groups, promoting diversity and inclusion, implementing the residential learning model, developing individual students, and administrative duties such as conducting student conduct meetings and attending required trainings. ACDs are also expected to enforce university policies, participate in staff recruitment and evaluations, and provide on-call duty coverage for their assigned residential area.
The document outlines the job responsibilities and expectations for Community Advisors at the University of Central Missouri. It details that Community Advisors must be available and accessible to students, know all students in their area by September, conduct hall meetings, assist students, develop a responsible living environment, attend governing board meetings, document and report emergencies, act as a referral agent, attend training and meetings, participate in programming and recruitment, uphold policies, and have a 2.5 GPA. In return, Community Advisors receive a private room, meal plan, and stipend.
This document provides the syllabus for a leadership workshop held at Kent State University. The 5-week workshop will be held on Fridays from 12-2:30 PM in Stopher Hall room 153. It will be led by instructor Christopher Owens and co-instructor Marcus D'Iorio. The workshop aims to develop leadership and decision-making skills through group discussions and exercises. Participants will learn about building community, conflict resolution, leadership styles, and social justice issues. Requirements include journal entries, a multicultural experience project, shadowing an RA, and a final skills and traits advertisement. The syllabus outlines policies on attendance, participation, disabilities, academic honesty, and campus emergencies.
Field Experience Guide Updated July 2022.pptxAndrewFowler65
The document provides guidelines for field experiences required by Ivy Tech Muncie/Henry County's education and special education degree programs. It outlines the purpose of field experiences, placement procedures, requirements, responsibilities, expectations for professionalism, additional policies, and course-specific requirements. Students must complete a minimum number of observation and participation hours at approved field sites, following all site rules and maintaining professional conduct. Placements may be terminated for issues like tardiness, lack of preparation, or inappropriate behavior.
Cooperative Education Seminar 2009 And 2010Virginia Tech
This document outlines the syllabus for the Cooperative Education Seminar course at Northridge High School for the 2009-2010 school year. The course combines classroom instruction with on-the-job training to help students prepare for a career. To enroll, students must be at least 16, have completed 10th grade, and not be deficient on exit exams. The course requires a minimum of 270 hours of paid work experience and 27 hours of seminar classes to earn one credit. Students are expected to demonstrate professional behavior, dress appropriately for their workplace, and maintain good attendance at both their job and seminar classes. Grades are based on attendance, evaluations from supervisors, and hours/wages earned at their job placement.
The document describes the Resident Assistant position at Oregon State University. Resident Assistants (RAs) help create a positive living and learning environment in the residence halls under the supervision of an Assistant/Resident Director. Key responsibilities of RAs include community building, advising residents, managing student behavior and crises, administrative duties, and supporting departmental operations. The position requires an RA to be a full-time OSU student in good standing and to participate in training programs. In exchange, compensation includes an on-campus room, meal plan, and small termly stipend.
This orientation provides information about the Cooperative Education program at Victor Valley College. It outlines the key requirements students must meet, including having a job or internship, registering for the appropriate Cooperative Education course, developing learning objectives, completing required hours, submitting monthly timesheets, and completing one homework assignment. It also describes the Training Agreement meeting students must schedule, and the Advisement Appointment near the end of the term. The Cooperative Education notebook contains all relevant forms and assignments.
This orientation provides Cooperative Education students with important information about the program requirements. It outlines the staff and office location, course expectations including required hours, learning objectives, assignments, and meetings. Students must complete an orientation quiz to receive credit. The course combines classroom and work experience, and students are graded based on time management, assignments, self/supervisor evaluations, and the instructor's evaluation.
This document provides an orientation for cooperative education students at Victor Valley College. It outlines the key aspects of cooperative education courses including requirements, staff information, course structure, and assignments. Students must have a job and complete tasks such as submitting timesheets, learning objectives, training agreements, and a homework assignment in order to receive course credit. The homework assignment, timesheets, and meeting hour requirements each count towards the student's final grade.
This document outlines the expectations and responsibilities for faculty members at City University of Seattle. Faculty are expected to maintain accurate files and qualifications, teach competently by meeting course objectives and guidelines, attend to administrative tasks like submitting grades and requests on time, stay current in their field, participate in meetings and development activities, follow standardized course materials, cover any planned absences, use adopted textbooks, take and maintain accurate attendance, administer required assessments as outlined, grade and return student work in a timely manner, and for in-person courses, teach the proper contact hours and manage emergencies.
The document outlines the roles and responsibilities of guidance staff in a school. It discusses the guidance counselor as the head of the guidance staff who plans the guidance program and coordinates services. It also describes the roles of guidance coordinators who supervise year levels and assist with testing, and homeroom advisors who implement programs. Additionally, it discusses the other roles of guidance counselors as wise planners, agents of change, career/vocation specialists, community liaisons, and consultants.
This orientation provides Cooperative Education students with important information about the program requirements and grading structure. It outlines that students must have a job or internship to qualify, and covers the various assignments, meetings, and minimum hour requirements to earn credit. Key aspects include developing learning objectives, submitting monthly timesheets, completing one of six homework assignments, and scheduling a training agreement meeting and advisement appointment. Students' grades are based on time management, homework assignments, self/supervisor evaluations, and the instructor's overall evaluation.
This document provides information about a Master's level course on strategic communications taught by Craig Rothenberg at New York University. The course aims to enhance students' communication skills and strategic thinking abilities. It will cover topics like aligning communication strategies to stakeholders, media relations, reputation management, and integrating partners. The class meets weekly and will include guest lectures, assignments, classroom discussion, and a midterm and final exam. Students will be graded based on their exam performance, assignments, and class participation. Academic integrity and timely submission of work are expected.
1 Detailing Our Professional Roles, Duties, And ResponsibilitiesDerek Nicoll
This document outlines the roles and responsibilities of various professional roles at a university, including lecturers, year leaders, and principal lecturers. Lecturers are responsible for teaching classes, preparing course materials, assessing student work, and maintaining student records. Year leaders compile student attendance and performance reports and provide academic counseling. Principal lecturers ensure curriculum and learning objectives are being met within academic streams and specializations. All roles work together to support students and achieve the university's objectives.
1 Detailing Our Professional Roles, Duties, And ResponsibilitiesDerek Nicoll
This document outlines the roles and responsibilities of various professional roles at a university, including lecturers, year leaders, and principal lecturers. Lecturers are responsible for conducting classes, preparing course materials, assessing student work, and maintaining student records. Year leaders compile reports on student attendance and performance and provide academic counseling. Principal lecturers ensure learning objectives are met across subject streams and years, monitor curriculum, and coordinate projects and exhibitions. All roles work to provide quality education to help students succeed.
The document provides an overview of the Waynesville Career Center Alternative Program for the 2014-2015 school year. It describes the purpose and goals of the alternative program, which is to educate students grades 9-12 who are capable of making academic progress but not in a traditional school setting, often due to social/emotional or behavioral issues. It outlines procedures for student placement, curriculum and instruction, discipline, and community values. The alternative program utilizes small class sizes, differentiated instruction, and a token economy system to help students develop skills to transition back to a less restrictive environment.
The Graduate Assistant position provides support to campus residents, assists with concerns, and provides administrative support for their residential hall. As a Graduate Assistant, responsibilities include managing the front desk, serving as a resource for residents, assisting with events, and being on-call. Benefits of the position include a $10,500 scholarship, furnished on-campus housing, a meal plan, and opportunities for professional and leadership development. Applicants must be enrolled as a graduate student, have a 3.0 GPA, and obtain a reference letter speaking to their leadership abilities.
MSW Advanced Clinical Concentration -Student Learning Agreement
Walden University -- Barbara Solomon School of Social Work
Used with SOCW 6520 and SOCW 6530
Agency Name: Keep Smiling Therapy
Agency Address: «555 Broadhollow Road Suite 101
Melville, NY, 11747 »
Student Information
Instructor/Supervisor Information
Faculty Liaison Information
Agency Info
Name: Varda Sauveur
Walden Email: [email protected]
Phone: 347-869-32356
Name: Chanell Smiliey
Email: [email protected]
Phone: 631-505-2961
Name: Alisha Powell
Email: [email protected]
Phone: [Type here]
Description: Psychotherapy
Academic Term
Example: Winter 2019
Course Number
Example: SOCW 6520 III
Population Served: Working with clients who are affected by depression, phobias, stress, anxiety, emotional and relationship problems, physical or psychosomatic disorders and behavioral problems.
Proposed Schedule: Monday, Tuesday, and Wednesday 12pm-8 pm
Describe what your regular tasks will be at the agency:
My regular task is as follow:
· Create an appropriate treatment plan for them, which will provide them with a structured and focused way of addressing their problems.
· Learning how to use verbal interaction skills to explore behavior, attitudes and emotions
· Helping clients to understand and address their inner conflicts.
· Completing Psychosocial forms
Importance of the Learning Agreement
Purpose of the Learning Agreement: The learning agreement is designed to ensure students are mindful about the learning expectations in their field placement. It was developed to help students and supervisors/instructors plan a well-rounded experience that will help students meet the learning objectives.
Learning Objectives: The Council on Social Work Education (CSWE) requires students gain competency in nine areas of social work practice. These areas of practice are defined as core competencies of the profession. Each core competency requires particular behaviors students should be able to engage and gain competency in. Students should provide examples of activities in the agency they can participate in to help them meet the learning objectives. Some examples of activities are provided. This is not an exhaustive list, so others can be added. Students must have an opportunity to complete tasks in all nine areas of competency.
Connection to the Student Evaluation: Not only is the learning agreement a helpful tool to plan the learning goals for the term, but it connects directly to the evaluation points in the student evaluation. Field Instructors/supervisors will be asked to complete student evaluations. Each student is evaluated on the nine core competencies of social work. Having a solid learning agreement aligns the learning goals with the student’s evaluation, so no areas are missed.
Instructions
Negotiating the Agreement: The learning agreement should be completed by week 3 at the agency. This is a collaborative process, where the .
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.
This document outlines requirements for principal preparation programs in Illinois, focusing on ensuring programs develop skills related to student learning and school improvement. It discusses goals of preparing effective school leaders and providing a safe learning environment. Requirements include partnerships with school districts, standards-aligned curriculum, candidate selection processes, extensive internship/residency experiences, and assessment of skills in data analysis, school improvement planning, teacher evaluation, and managing school operations.
ACD Staff Expectations for Residence Education 2016-17shywren
The document outlines the expectations for Assistant Community Directors (ACDs) at Michigan State University. Key responsibilities include supervising Resident Assistants, ensuring safety and security in the residential community, advising student groups, promoting diversity and inclusion, implementing the residential learning model, developing individual students, and administrative duties such as conducting student conduct meetings and attending required trainings. ACDs are also expected to enforce university policies, participate in staff recruitment and evaluations, and provide on-call duty coverage for their assigned residential area.
The document outlines the job responsibilities and expectations for Community Advisors at the University of Central Missouri. It details that Community Advisors must be available and accessible to students, know all students in their area by September, conduct hall meetings, assist students, develop a responsible living environment, attend governing board meetings, document and report emergencies, act as a referral agent, attend training and meetings, participate in programming and recruitment, uphold policies, and have a 2.5 GPA. In return, Community Advisors receive a private room, meal plan, and stipend.
This document provides the syllabus for a leadership workshop held at Kent State University. The 5-week workshop will be held on Fridays from 12-2:30 PM in Stopher Hall room 153. It will be led by instructor Christopher Owens and co-instructor Marcus D'Iorio. The workshop aims to develop leadership and decision-making skills through group discussions and exercises. Participants will learn about building community, conflict resolution, leadership styles, and social justice issues. Requirements include journal entries, a multicultural experience project, shadowing an RA, and a final skills and traits advertisement. The syllabus outlines policies on attendance, participation, disabilities, academic honesty, and campus emergencies.
Field Experience Guide Updated July 2022.pptxAndrewFowler65
The document provides guidelines for field experiences required by Ivy Tech Muncie/Henry County's education and special education degree programs. It outlines the purpose of field experiences, placement procedures, requirements, responsibilities, expectations for professionalism, additional policies, and course-specific requirements. Students must complete a minimum number of observation and participation hours at approved field sites, following all site rules and maintaining professional conduct. Placements may be terminated for issues like tardiness, lack of preparation, or inappropriate behavior.
Cooperative Education Seminar 2009 And 2010Virginia Tech
This document outlines the syllabus for the Cooperative Education Seminar course at Northridge High School for the 2009-2010 school year. The course combines classroom instruction with on-the-job training to help students prepare for a career. To enroll, students must be at least 16, have completed 10th grade, and not be deficient on exit exams. The course requires a minimum of 270 hours of paid work experience and 27 hours of seminar classes to earn one credit. Students are expected to demonstrate professional behavior, dress appropriately for their workplace, and maintain good attendance at both their job and seminar classes. Grades are based on attendance, evaluations from supervisors, and hours/wages earned at their job placement.
The document describes the Resident Assistant position at Oregon State University. Resident Assistants (RAs) help create a positive living and learning environment in the residence halls under the supervision of an Assistant/Resident Director. Key responsibilities of RAs include community building, advising residents, managing student behavior and crises, administrative duties, and supporting departmental operations. The position requires an RA to be a full-time OSU student in good standing and to participate in training programs. In exchange, compensation includes an on-campus room, meal plan, and small termly stipend.
This orientation provides information about the Cooperative Education program at Victor Valley College. It outlines the key requirements students must meet, including having a job or internship, registering for the appropriate Cooperative Education course, developing learning objectives, completing required hours, submitting monthly timesheets, and completing one homework assignment. It also describes the Training Agreement meeting students must schedule, and the Advisement Appointment near the end of the term. The Cooperative Education notebook contains all relevant forms and assignments.
This orientation provides Cooperative Education students with important information about the program requirements. It outlines the staff and office location, course expectations including required hours, learning objectives, assignments, and meetings. Students must complete an orientation quiz to receive credit. The course combines classroom and work experience, and students are graded based on time management, assignments, self/supervisor evaluations, and the instructor's evaluation.
This document provides an orientation for cooperative education students at Victor Valley College. It outlines the key aspects of cooperative education courses including requirements, staff information, course structure, and assignments. Students must have a job and complete tasks such as submitting timesheets, learning objectives, training agreements, and a homework assignment in order to receive course credit. The homework assignment, timesheets, and meeting hour requirements each count towards the student's final grade.
This document outlines the expectations and responsibilities for faculty members at City University of Seattle. Faculty are expected to maintain accurate files and qualifications, teach competently by meeting course objectives and guidelines, attend to administrative tasks like submitting grades and requests on time, stay current in their field, participate in meetings and development activities, follow standardized course materials, cover any planned absences, use adopted textbooks, take and maintain accurate attendance, administer required assessments as outlined, grade and return student work in a timely manner, and for in-person courses, teach the proper contact hours and manage emergencies.
The document outlines the roles and responsibilities of guidance staff in a school. It discusses the guidance counselor as the head of the guidance staff who plans the guidance program and coordinates services. It also describes the roles of guidance coordinators who supervise year levels and assist with testing, and homeroom advisors who implement programs. Additionally, it discusses the other roles of guidance counselors as wise planners, agents of change, career/vocation specialists, community liaisons, and consultants.
This orientation provides Cooperative Education students with important information about the program requirements and grading structure. It outlines that students must have a job or internship to qualify, and covers the various assignments, meetings, and minimum hour requirements to earn credit. Key aspects include developing learning objectives, submitting monthly timesheets, completing one of six homework assignments, and scheduling a training agreement meeting and advisement appointment. Students' grades are based on time management, homework assignments, self/supervisor evaluations, and the instructor's overall evaluation.
This document provides information about a Master's level course on strategic communications taught by Craig Rothenberg at New York University. The course aims to enhance students' communication skills and strategic thinking abilities. It will cover topics like aligning communication strategies to stakeholders, media relations, reputation management, and integrating partners. The class meets weekly and will include guest lectures, assignments, classroom discussion, and a midterm and final exam. Students will be graded based on their exam performance, assignments, and class participation. Academic integrity and timely submission of work are expected.
1 Detailing Our Professional Roles, Duties, And ResponsibilitiesDerek Nicoll
This document outlines the roles and responsibilities of various professional roles at a university, including lecturers, year leaders, and principal lecturers. Lecturers are responsible for teaching classes, preparing course materials, assessing student work, and maintaining student records. Year leaders compile student attendance and performance reports and provide academic counseling. Principal lecturers ensure curriculum and learning objectives are being met within academic streams and specializations. All roles work together to support students and achieve the university's objectives.
1 Detailing Our Professional Roles, Duties, And ResponsibilitiesDerek Nicoll
This document outlines the roles and responsibilities of various professional roles at a university, including lecturers, year leaders, and principal lecturers. Lecturers are responsible for conducting classes, preparing course materials, assessing student work, and maintaining student records. Year leaders compile reports on student attendance and performance and provide academic counseling. Principal lecturers ensure learning objectives are met across subject streams and years, monitor curriculum, and coordinate projects and exhibitions. All roles work to provide quality education to help students succeed.
The document provides an overview of the Waynesville Career Center Alternative Program for the 2014-2015 school year. It describes the purpose and goals of the alternative program, which is to educate students grades 9-12 who are capable of making academic progress but not in a traditional school setting, often due to social/emotional or behavioral issues. It outlines procedures for student placement, curriculum and instruction, discipline, and community values. The alternative program utilizes small class sizes, differentiated instruction, and a token economy system to help students develop skills to transition back to a less restrictive environment.
The Graduate Assistant position provides support to campus residents, assists with concerns, and provides administrative support for their residential hall. As a Graduate Assistant, responsibilities include managing the front desk, serving as a resource for residents, assisting with events, and being on-call. Benefits of the position include a $10,500 scholarship, furnished on-campus housing, a meal plan, and opportunities for professional and leadership development. Applicants must be enrolled as a graduate student, have a 3.0 GPA, and obtain a reference letter speaking to their leadership abilities.
MSW Advanced Clinical Concentration -Student Learning Agreement
Walden University -- Barbara Solomon School of Social Work
Used with SOCW 6520 and SOCW 6530
Agency Name: Keep Smiling Therapy
Agency Address: «555 Broadhollow Road Suite 101
Melville, NY, 11747 »
Student Information
Instructor/Supervisor Information
Faculty Liaison Information
Agency Info
Name: Varda Sauveur
Walden Email: [email protected]
Phone: 347-869-32356
Name: Chanell Smiliey
Email: [email protected]
Phone: 631-505-2961
Name: Alisha Powell
Email: [email protected]
Phone: [Type here]
Description: Psychotherapy
Academic Term
Example: Winter 2019
Course Number
Example: SOCW 6520 III
Population Served: Working with clients who are affected by depression, phobias, stress, anxiety, emotional and relationship problems, physical or psychosomatic disorders and behavioral problems.
Proposed Schedule: Monday, Tuesday, and Wednesday 12pm-8 pm
Describe what your regular tasks will be at the agency:
My regular task is as follow:
· Create an appropriate treatment plan for them, which will provide them with a structured and focused way of addressing their problems.
· Learning how to use verbal interaction skills to explore behavior, attitudes and emotions
· Helping clients to understand and address their inner conflicts.
· Completing Psychosocial forms
Importance of the Learning Agreement
Purpose of the Learning Agreement: The learning agreement is designed to ensure students are mindful about the learning expectations in their field placement. It was developed to help students and supervisors/instructors plan a well-rounded experience that will help students meet the learning objectives.
Learning Objectives: The Council on Social Work Education (CSWE) requires students gain competency in nine areas of social work practice. These areas of practice are defined as core competencies of the profession. Each core competency requires particular behaviors students should be able to engage and gain competency in. Students should provide examples of activities in the agency they can participate in to help them meet the learning objectives. Some examples of activities are provided. This is not an exhaustive list, so others can be added. Students must have an opportunity to complete tasks in all nine areas of competency.
Connection to the Student Evaluation: Not only is the learning agreement a helpful tool to plan the learning goals for the term, but it connects directly to the evaluation points in the student evaluation. Field Instructors/supervisors will be asked to complete student evaluations. Each student is evaluated on the nine core competencies of social work. Having a solid learning agreement aligns the learning goals with the student’s evaluation, so no areas are missed.
Instructions
Negotiating the Agreement: The learning agreement should be completed by week 3 at the agency. This is a collaborative process, where the .
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.
This document outlines requirements for principal preparation programs in Illinois, focusing on ensuring programs develop skills related to student learning and school improvement. It discusses goals of preparing effective school leaders and providing a safe learning environment. Requirements include partnerships with school districts, standards-aligned curriculum, candidate selection processes, extensive internship/residency experiences, and assessment of skills in data analysis, school improvement planning, teacher evaluation, and managing school operations.
1. Updated November 21, 2012
Office of Residential Life & Housing Services
RESIDENT ASSISTANT
Position Description
The Resident Assistant (RA) is a paraprofessional staff member who lives on a floor in an undergraduate or graduate
residence hall and serves as a role model, peer counselor, resource and referral person, advocate, policy enforcer,
programmer and leader for residents of the assigned floor(s). The RA also assists with daily emergency coverage
rotation, plans and implements social/educational programs. The primary goal of the RA position is the development
of an environment conducive to the academic and personal growth of residential students. The RA reports to the
Residence Hall Assistant Director (RHAD) and/or the Residence Hall Director (RHD).
QUALIFICATIONS
The following qualifications must be met in order to serve in the position.
Commitment to community: RAs must role model and demonstrate strength of character, good judgment,
flexibility, responsibility, involvement and commitment to student life and the University.
Course Load: Undergraduate RAs must carry a minimum of 12, but no more than 16, credit hours per
semester. Exceptions for course loads over 16 credit hours must have prior approval of the hall supervisor.
Any Undergraduate RA in the final semester before graduation may carry fewer than 12 credits, but no
fewer than 6 credits. Graduate RAs must carry a minimum of 9 credit hours per semester. Graduate RAs
in the final semester before graduation may carry fewer than 9 credits.
Grade Point Average: RAs must hold a cumulative 3.0 Grade Point Average at New York University and
be a full-time junior, senior or graduate student (with at least two years of full time college experience)
throughout the time of application and appointment.
Selection Process: RAs must successfully complete the application and selection process.
University Standing: RAs must be in good standing at New York University prior to and throughout the
period of employment.
TERMS OF EMPLOYMENT
The following terms must be accepted in order to serve in the position.
Availability: All RAs are expected to be sufficiently available in the hall to respond to emergency
situations that may arise and to maintain regular contact with residents. A staff member who is not on duty
and who plans to leave the hall for more than a 24 hour period (i.e., weekend) must notify and/or obtain
prior permission from hall supervisor.
Compensation: In addition to an invaluable experience in peer leadership and teamwork, RAs are
compensated with a housing/dining grant which is utilized to cover the cost of room and board. Note that
the staff meal plan can only be used when dining halls are open and the University is in session. This
compensation may impact any Financial Aid award received. For further information, please contact a
counselor with the Office of Financial Aid at 212.998.4444.
Employment Period: The standard employment period for the RA position is one academic year, from
August (9 days prior to NYU Residence Hall Opening Day) to May (Commencement Day). Staff members
are expected to report for training sessions prior to residence hall check-ins for both fall and spring
semesters. The period of employment is contingent upon the successful completion of tasks, assignments and
responsibilities and positive performance appraisals by hall supervisor. Upon successful completion of the
standard employment period, the RA may be considered to serve for an additional period. Limited summer
employment opportunities may be available. The RA position is a full-academic year position.
2. Updated November 21, 2012
Holidays, Breaks and Vacation Periods: RAs may be required to work and/or serve on duty for a portion
or all of holiday breaks when University offices are closed; these include, but are not limited to Thanksgiving
Break, Winter Break and Spring Break.
Meetings: RAs can expect to attend hall staff meetings each Wednesday evening from 9:30pm-11:30pm.
As well, regularly scheduled one to one meetings with supervisors will be scheduled. These meetings are
part of the 20 hour weekly commitment.
Outside/Additional Work: Participation in leadership positions and work experiences are an important
part of one’s educational experience. However, since this position must be the primary position of those
selected, it is paramount that participation in aforementioned activities not be excessive in time required
outside the hall and must not come in conflict with the position. Permission must be granted by hall
supervisors if employment outside of this position is desired. Those who have been awarded work study
money through the Office of Financial Aid will not be barred from taking advantage of this type of aid.
Should this apply to you please discuss your plans with hall supervisors before beginning such work.
o First year RAs: First year RAs are discouraged from holding jobs, internships, assistantships or
any other positions which are not academically required for completion of an academic degree.
If a first year RA wishes to hold outside employment, approval must be received from hall
supervisor prior to the start of each semester. If outside work has been approved and begins to
interfere with the RA position, the staff member will need to choose between the RA position and
the outside position.
o Returning RAs: Returning RAs may hold limited outside commitments that are not academically
required if approved by hall supervisor. Returning RAs cannot allow this commitment to conflict
with the RA position and must receive satisfactory ongoing and semester feedback and
performance appraisals. If a returning RA wishes to hold outside employment, approval must be
received from hall supervisor prior to the start of each semester. If outside work has been
approved and begins to interfere with the RA position, the staff member will need to choose
between the RA position and the outside position.
Work Load: RAs should expect about 20 hours per week in the residence hall. These hours will be used in
programming, staff meetings, one on one meetings, interactions with residents, resource center staffing and
duty. These hours are based on the need of the hall staff and may include both weekday and weekend
hours. Please note that the residence hall work environment does encounter peak times including opening,
closing and transition periods. That said, some weeks more than 20 hours may be needed. When this is the
case supervisors will reduce hours in non-peak times to balance out hours.
RESPONSIBILITIES
In addition to the list below, other duties will be assigned as needed by the hall supervisors. RAs are encouraged to
review the Residential Life Student Staff Handbook for specific protocols and position responsibilities.
Administrative:
Participate in weekly staff meetings on Wednesday nights at 9:30pm – 11:30pm;
Work 3 hours a week on special projects, collateral assignments and/or office/resource center coverage;
Participate in regular one-on-one meetings and provide regular e-mail updates regarding situations in the
hall with supervisor;
Serve as an advocate for and a representative of floor residents by communicating concerns to supervisors
and other building staff;
Understand the needs, goals and objectives of and act as a liaison between the Office of Residential Life
and Housing Services and residential students;
Participate in on-going training and staff development sessions throughout the year;
Assist with the completion of roommate agreements;
Assist the Housekeeping and Facilities staff in identifying facilities in need of repair or attention;
Assist with the facilitation of fire drills each semester;
Participate in other University, Departmental and building activities as assigned;
Assist in the preparation of hall for opening and transitions.
Community Development:
Work with residents to create a living and learning environment that promotes academic growth, personal
responsibility and community accountability through activities such as floor meetings, programs and
intentional one-on-one conversations (e.g. BASE);
3. Updated November 21, 2012
Provide opportunities for meaningful interaction for residents;
Implement social, educational and academic programs;
Assist residential students in academic, social and personal matters through resource referral;
Provide guidance and support and role model appropriate behaviors as a responsible community member;
Support and promote the mission of hall council and the Inter-Residence Hall Council (IRHC);
Be available to residents as a resource, providing residents with information regarding University activities
and events through individual contact and group information sharing;
Provide support for University mediation procedures in roommate and community conflicts through
facilitation of roommate/community meetings and referring students to other mediation services;
Support the assessment of program effectiveness and learning outcomes by submitting program reports
and other data (e.g. EBI).
Crisis Response & Policy Enforcement:
Know, communicate, enforce and abide by existing University and Residence Hall policies and procedures;
Know and be prepared to enact all emergency and crisis procedures;
Know University/community resources and make appropriate referrals;
Keep supervisors informed about all problems and concerns on the floor;
Maintain appropriate confidentiality while working in coordination with University staff;
Assist with the student conduct process by submitting timely online incident reports to document situations;
Participate in on-duty and/or on-call rotational coverage during scheduled evenings, weekends, breaks
and holidays.
STAFF TRAINING & DEVELOPMENT
Staff training and development programs are important to the effectiveness and success of the Residential Life
program and are designed to strengthen the Residential Life team. As such, RAs are required to attend and
participate in these activities. Training activities are listed below. Development activities will be held periodically
focusing on leadership development and position skill strengthening.
Spring prior to term of employment: Newly Hired Staff Orientation/Welcome/Staff Meeting/Community
Development Assignment
Fall of term of employment: Fall Training, (a period of time before residence halls open)
Spring of term of employment: Winter Training, (weekend prior to beginning of Spring semester)
STATEMENT OF ALCOHOL USE
Student staff members in the Office of Residential Life and Housing Services are expected to serve as a role model
and uphold department and university policies, as well as local, state and federal laws. There is zero-tolerance for
the use of alcohol or other substances in violation of policies or laws or in a manner which puts into question the staff
member's ability to exercise sound judgment or serve as an appropriate role model. Staff members failing to
adhere to these standards will be subject to job action likely resulting in termination from the staff position. For more
specific information on NYU policies please visit the Office of Community Standards website and refer to the
Residential Life Student Staff Handbook.
STATEMENT OF ETHICAL STANDARDS
Office Residential Life & Housing Services staff members are required to respect the personal integrity of all
residents and assure they be treated in a manner that is fundamentally fair. Staff should refrain from engaging in
any behaviors, attitudes, relationships, or actions that:
would impinge on a resident's or another staff member's dignity, moral code, privacy, self-worth, and
academic, physical, psychological, and/or emotional well-being;
would seek unjustified personal gains, unfair advantage, unearned goods or services;
would be considered harassment on the basis of gender, race, sex, sexual orientation, religion, creed,
nationality and/or mental disability.
New York University is committed to a policy of equal treatment and opportunity in every respect of its relations with
its faculty and staff members, without regard to race, color, religion, sex, sexual orientation, marital or parental
status, national origin, citizenship status, age, disability, or veteran status. This includes, but is not limited to,
recruitment, hiring or appointment, selection for training, transfer, layoff, promotion, granting of tenure, rates of pay
and other forms of compensation, and participation in University-sponsored educational, social, and recreational
programs.