2010-2011 RA Manual

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.. 2010-2011
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.. Edition
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UMBC Residential Life
Resident Assistant Manual
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Table of Contents
HISTORY, MISSION, AND ETHICS ........................................................................................ 7
HISTORY OF COLLEGIATE RESIDENCE HALLS ....................................................................................... 7
HISTORY OF UMBC’S RESIDENTIAL LIFE OFFICE ................................................................................. 7
RESIDENTIAL LIFE’S MISSION ........................................................................................................... 9
ETHICS FOR STUDENT STAFF MEMBERS ........................................................................................... 10
THE ROLES OF A STAFF MEMBER .................................................................................................... 11
HUMAN RESOURCES INFORMATION ............................................................................... 14
THE PARTS OF RESIDENTIAL LIFE..................................................................................................... 14
Director of Residential Life ................................................................................................. 14
Associate Director, Residential Operations ....................................................................... 14
Associate Director, Residential Facilities ........................................................................... 15
Assistant Director, Residential Education ......................................................................... 15
Assistant Director, Residential Facilities............................................................................ 15
Assistant Director, Residential Operations ........................................................................ 15
Business Services Manager ................................................................................................ 16
Coordinator, Community Development .............................................................................. 16
Community Directors ........................................................................................................... 16
Graduate Assistant Community Directors .......................................................................... 17
Accounting Associates......................................................................................................... 17
Administrative Assistants .................................................................................................... 17
Service Desk Manager ........................................................................................................ 17
PARAPROFESSIONAL EMPLOYMENT REQUIREMENTS ........................................................................... 18
Academic Requirements. .................................................................................................... 18
Other Requirements ............................................................................................................ 18
DESK STAFF, OFFICE ASSISTANT, AND COURIER EMPLOYMENT REQUIREMENTS .................................... 18
Academic Requirements. .................................................................................................... 18
Other Requirements ............................................................................................................ 19
INFORMAL DESCRIPTIONS OF STUDENT STAFF POSITIONS ................................................................... 19
Resident Assistant ............................................................................................................... 19
Maintenance Assistant ........................................................................................................ 20
Desk Manager ...................................................................................................................... 20
Desk Staff ............................................................................................................................. 21
COMPENSATION FOR STUDENT STAFF .............................................................................................. 21
STUDENT STAFF PERFORMANCE EVALUATION .................................................................................... 21
Philosophy ............................................................................................................................ 21
Timing of Evaluations .......................................................................................................... 21
Evaluation of Departing Paraprofessional Staff ................................................................ 22
STUDENT STAFF PERFORMANCE PROBLEMS ..................................................................................... 22
Consequences of Major Performance Problems ............................................................... 22
CONSEQUENCES OF CONDUCT VIOLATIONS ....................................................................................... 23
PROCEDURES FOR ADDRESSING MAJOR PERFORMANCE PROBLEMS .................................................... 23
Appealing Terminations....................................................................................................... 23
PARAPROFESSIONAL STAFF EMPLOYMENT AND TIME CONFLICT POLICY................................................. 24
Restricted Activities ............................................................................................................. 24
Limited Activities .................................................................................................................. 24
RESIDENTIAL LIFE MEETINGS .......................................................................................................... 25
CONSTRUCTING INVOLVED COMMUNITIES ................................................................ 26
COMMUNITY DEVELOPMENT AND STUDENT LEARNING & DEVELOPMENT .............................................. 26
Community Development .................................................................................................... 26
What Does an Ideal Community Look Like? ...................................................................... 26
How can you, as a Paraprofessional, build an Ideal Community? ................................... 27
Residential Life Community Living Principles .................................................................... 27
Live And Study With Integrity. ............................................................................................. 28
Seek to Understand Others. ................................................................................................ 28
Cooperate and Compromise. .............................................................................................. 28
Take Action to Improve your Community. .......................................................................... 28
Student Learning & Development ...................................................................................... 28
RESIDENTIAL CURRICULUM: COMMUNITY DEVELOPMENT, STUDENT LEARNING & DEVELOPMENT............. 29
The Student Behavior Model .............................................................................................. 29
Expectation Setting Interventions....................................................................................... 29
Norming Interventions ......................................................................................................... 29
Positive Accountability Interventions.................................................................................. 30
Negative Accountability Interventions ................................................................................ 30
The Learning Matrix ............................................................................................................. 31
Multicultural Exploration ..................................................................................................... 31
Life Management & Skills ................................................................................................... 31
Community Involvement ...................................................................................................... 32
Academic and Professional Development ......................................................................... 32
Wellness ............................................................................................................................... 32
Relationships with Others ................................................................................................... 32
The Constructing Involved Communities ............................................................................ 32
Community Action Boards & Resident Student Association ............................................ 32
Community Action Board (CAB) .......................................................................................... 32
Resident Student Association (RSA) .................................................................................. 33
PEER HELPING ........................................................................................................................ 34
THE ART OF ACTIVE LISTENING ........................................................................................................ 34
Attending .............................................................................................................................. 34
Using Open Questions ......................................................................................................... 35
Closed Questions ................................................................................................................. 35
Open Questions.................................................................................................................... 35
The Use of Silence ............................................................................................................... 36
A MODEL CONVERSATION............................................................................................................... 36
Posing an Open Ended Question ........................................................................................ 36
Using Minimal Encouragers ................................................................................................ 36
Focusing on Feelings ........................................................................................................... 36
REFERRALS .................................................................................................................................. 36
When Considering a Referral .............................................................................................. 37
How to Refer......................................................................................................................... 37
INDIVIDUAL CRISIS ......................................................................................................................... 37
Behavioral Signs of Crisis .................................................................................................... 37
Most Important! ................................................................................................................... 38
SUGGESTIONS FOR HELPING RESIDENTS WITH COMMON PROBLEMS ................................................... 38
Depression ........................................................................................................................... 38
Homesickness ...................................................................................................................... 38
Family conflicts .................................................................................................................... 38
Reaction to freedom ............................................................................................................ 38
Difficulties with romantic/intimate relationships .............................................................. 39
Conflicts with roommates or others ................................................................................... 39
Introversion or extroversion ................................................................................................ 39
Illness .................................................................................................................................... 39
Religious concerns .............................................................................................................. 39
CONTACTING PEER HELPING RESOURCES ......................................................................................... 39
DUTY COVERAGE ................................................................................................................... 40
THE EMERGENCY RESPONSE GUIDE ................................................................................................ 40
RA DUTY HOURS .......................................................................................................................... 40
Special Event Coverage (additional coverage for safety and security reasons) ............. 40
Halloween ............................................................................................................................. 40
Quadmania ........................................................................................................................... 40
RA DUTY CALL-IN ......................................................................................................................... 40
AVAILABILITY ................................................................................................................................. 41
Meal Breaks ......................................................................................................................... 41
RESIDENT ASSISTANT DUTY EXPECTATIONS ...................................................................................... 41
DUTY ROUND EXPECTATIONS .......................................................................................................... 41
Facilities Concerns to Note During RA Duty Rounds ......................................................... 42
DUTY DURING BREAK PERIODS ....................................................................................................... 42
COMMUNITY DIRECTOR ON DUTY ..................................................................................................... 42
MAINTENANCE ASSISTANT ON DUTY ................................................................................................ 43
CONTACTS FROM THE MEDIA .......................................................................................................... 43
RIGHTS AND RESPONSIBILITIES ....................................................................................... 44
PHILOSOPHY OF MANAGING STUDENT BEHAVIOR ............................................................................... 44
GOALS OF STAFF IN THE STUDENT CONDUCT PROCESS ....................................................................... 44
UNDERSTANDING UMBC AND RESIDENTIAL LIFE RULES & REGULATIONS ............................................ 45
CONFRONTING STUDENT CONDUCT CONCERNS ................................................................................. 45
COMPLETING AN INCIDENT REPORT ................................................................................................. 47
―THE LIFE OF AN INFORMATION FORM‖ ............................................................................................ 47
Violations of Residential Life Rules & Regulations ........................................................... 47
Serious Violations of Residential Life Rules or Violations of the Code of Student
Conduct ................................................................................................................................ 48
TIPS FOR REBUILDING THE COMMUNITY AFTER CONFLICT ................................................................... 48
INCIDENTS OF SPECIAL CONCERN .................................................................................................... 49
Acts of Intolerance ............................................................................................................... 49
Theft ...................................................................................................................................... 49
RESIDENTIAL OPERATIONS................................................................................................ 50
ROOM CHANGE POLICY AND PROCEDURE ......................................................................................... 50
Resident Assistant Role in Room Changes........................................................................ 50
END OF SEMESTER ROOM CHANGE PROCESS ................................................................................... 50
HOUSING LICENSES AND WITHDRAWAL ............................................................................................ 51
IMPROPER CHECKOUTS .................................................................................................................. 51
ROOM SELECTION – INFORMATIONAL PURPOSES ONLY ....................................................................... 51
Unapproved Checkouts ..................................................................................................... 51
RESIDENTIAL FACILITIES ................................................................................................... 52
GENERAL CARE AND MAINTENANCE OF FACILITIES ............................................................................. 52
MAINTENANCE ASSISTANTS ............................................................................................................ 52
ONESOURCE HOUSEKEEPING.......................................................................................................... 52
UMBC FACILITIES MANAGEMENT.................................................................................................... 53
THE FXIT SYSTEM ......................................................................................................................... 53
AFTER HOURS FACILITIES CONCERNS ............................................................................................... 53
PARAPROFESSIONAL FACILITIES INSPECTION & DOCUMENTATION ......................................................... 53
Suite Condition Reports....................................................................................................... 53
Health and Safety Inspections ............................................................................................ 54
Lounge/Lobby Checks ......................................................................................................... 55
RESIDENTIAL LIFE KEYS ................................................................................................................. 55
Care and Use of Keys .......................................................................................................... 55
Key Cabinets ........................................................................................................................ 55
Lock-Out Procedures ........................................................................................................... 55
Re-Coring Procedures .......................................................................................................... 55
Desk Staff Responsibility in Lock Core Changes ............................................................... 56
During the 10:00 am – 12:00 pm SHIFT Monday-Friday ................................................. 56
During the 12:00 pm - 2:00 pm SHIFT Monday-Friday ..................................................... 56
Loss of Staff Keys ................................................................................................................ 56
PRIVACY AND ENTRY PROCEDURES .................................................................................................. 56
GENERAL MAINTENANCE ................................................................................................................ 57
VACUUMS ..................................................................................................................................... 57
TELEPHONE MAINTENANCE ............................................................................................................. 57
VENDING MACHINES...................................................................................................................... 58
LAUNDRY MACHINES ..................................................................................................................... 58
UTILITY BILLS ............................................................................................................................... 58
TRASH REMOVAL ........................................................................................................................... 58
LEADERSHIP DEVELOPMENT ............................................................................................ 60
AN RA’S GUIDE TO BEHIND CLOSED DOORS AFTER TRAINING ............................ 63
SITUATION #1 .............................................................................................................................. 63
SITUATION #2 .............................................................................................................................. 63
SITUATION #3 .............................................................................................................................. 64
SITUATION #4 .............................................................................................................................. 64
SITUATION #5 .............................................................................................................................. 64
SITUATION #6 .............................................................................................................................. 65
SITUATION #7 .............................................................................................................................. 65
SITUATION #8 .............................................................................................................................. 65
SITUATION #9 .............................................................................................................................. 65
RESIDENTIAL LIFE RA ROUNDS REPORT – FACILITIES ........................................................................ 65
Chapter 1:
History, Mission, and Ethics

History of Collegiate Residence Halls
Residence halls in the United States existed as far back as the colonial era, with the
founding of Harvard and Yale Universities. At that time a student’s interactions with peers
and professors was an integral part of intellectual and personal development within the
residential communities.
However, due in large measure to the strict religious control under which most early
American colleges operated, the residence hall soon turned into little more than a place for
students to sleep -- a place with strict rules and regulations which colonial college
administrators and faculty (almost all ministers themselves) were dedicated to enforce. In
many places, student residents were required -- for no pay -- to haul firewood, wash dishes,
and do other chores related to maintenance. In reaction to the stringent rules and sparse
accommodations, food riots were common and vandalism was rampant.
By the mid-1800's, administrators began using the German system of higher education as a
model. This system merely emphasized classroom education. What happened to a student
when he or she left the classroom was of little concern to administrators. As a result,
residence halls went into a decline that lasted until shortly after 1900.
Eventually, administrators developed a stronger commitment to learning experiences for

students both inside and outside the classroom. While it would be nice to think that the
educational development of students was the major force behind the revival of residence
halls, in truth universities were under tremendous pressure from their surrounding
communities. The behavior being exhibited within the community by the thousands of
students released from the halls was out of control. As a result, colleges began building
again -- this time in greater numbers than ever before.
History of UMBC’s Residential Life Office
1966 UMBC opens. The Chancellor’s office (title for the President at the time) is on the
third floor of Hillcrest. University Center was also located in Hillcrest.
1970 Susquehanna Hall opens.
1971 Chesapeake Hall opens.
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UMBC Residential Life | RA Manual | 2010-2011 | Page 7
1972 Patapsco Hall opens. Residential Life administrative offices are located on the
ground floor of Patapsco Hall. Room 073 was the main office.
1980 West Hill Community opens.
1981 Terrace Community opens. Residential Life administrative offices move to the
Hillcrest Building.
1984 Full-time staff working in all buildings are graduate students and are referred to as
Resident Directors.
1986 First New Resident Student Orientation, the precursor to Welcome Week, is held.
Students take over the Chancellor’s office at UMBC to protest perceived incidents of
bias on the part of the Office of Residential Life and the University in handling some
incidents involving African-American students. This led to some staffing changes at
the University.
1986 - 1987 Hillside Community opens in stages, as the buildings are ready. Students live
in groups in residence hall floor lounges and in the University athletic facility. When
Hillside opens, graduate students are housed on campus for the first time.
1987 First Guide to Residential Living (now called The Guide to Community Living) is
produced.
1988 Residence Hall Directors (full-time, Master’s level staff) are hired for residence halls
for the first time.
1991 Chesapeake is first 24-hour visitation hall. Impetus for change comes from resident
students in that building.
1992 Potomac Hall opens.
1993 Thursday night coffeehouses, ―She Plays Bass Café,‖ begin in Patapsco Hall. Names
of apartment areas are changed from ―complex‖ (as in, West Hill Complex) to
―community‖ (West Hill Community) for philosophical reasons. Roommate selections
are made by computer and based on responses from a roommate survey for the first
time.
1994 Quiet Lifestyle floors begin as a living option. Residential Life Office is restructured,
creating two major areas in the office, Residential Education and Housing.
1995 The Office of Residential Life becomes the Residential Life Office; the department
changes its name for philosophical reasons.
1996 At least 50% of the residential community is designated to be non-smoking.
1997 Full-time, Master’s level staff (rather than graduate staff) is hired for the apartments.
The title of Community Director is first used in the department. The FXIT line opens
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and students are able for the first time to call in their maintenance requests to the
Residential Life Office.
1998 Potomac Hall opens as the first nine-month hall, continuously open from Fall opening
to Spring closing. Residence halls are wired for cable TV, high speed data
connection, and a separate dedicated telephone line for Chesapeake, Susquehanna,
and Patapsco Halls. Because of the additional telephone lines that are installed, the
residential community receives a separate area code and a new telephone exchange.
Residential Life enters into public-private partnership with Comcast Cablevision. The
Spanish Language Apartment, a collaborative effort with the Modern Language and
Linguistics Department, developed and implemented.
1999 The Faculty Mentor program begins with four mentors. Hillside hard wired for high
speed data connection. Erickson Hall Phase I opens and Phase II is built. Residential
Life Peer Review Council is implemented. The Residential Life Office moves to
Erickson Hall.
2000 Terrace hard wired for high speed data connection. Erickson Phase II opens.
Opening of Shriver Living Learning floor in Erickson Hall.
2001 Harbor Hall Phase I opens, complete in Fall of 2002. Intercultural Living Exchange
opens.
2002 Humanities and Emergency Health Services living learning floors open.
2003 The Walker Avenue Apartments Phase I opens, complete in Fall of 2004. WILL, VPA
and Honors College living learning floors open.
2005 Community Living Principles developed and implemented
2006 Exploratory Majors living learning floor open.
2008 Aspiring Teachers living learning floor open.
Residential Life’s Mission
The mission of the Residential Life Office is to provide facilities, services, and programs that
support the academic mission of the institution and enhance the quality of life for students
that live on campus. Residential Life staff foster the personal, social, academic, and
leadership of resident students and prepare them to be active and responsible citizens
within the UMBC community and beyond. We seek to accomplish this mission by:
providing clean, comfortable, safe, accessible, and functional facilities;
providing caring, high quality, and prompt delivery of service;
being purposeful in our involvement, development, and empowerment of all

students and staff; and
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promoting education for all students and being purposeful and intentional in
departmental decisions, services, programs, and facilities in order to foster a
community where the diversity of all members of the community is respected.
Ethics for Student Staff Members
As a staff member of Residential Life, your actions should be an example to the UMBC
community:
Know the rules and regulations that apply in the residence facilities and on campus
and adhere to them.
When you observe inappropriate behavior on the part of an individual, whether or not
they live in your building or area, do not hesitate to take action necessary for the
good of the individual and/or the community.
Carry out to the fullest any responsibilities that you assume as part of your staff
position. If you fall short because of other activities or academic problems, you
should make an adjustment by dropping some activities and speaking with your
supervisor in order to successfully complete the semester academically and as a
staff member.
You have a unique opportunity as a staff member to interact with the diversity that is
a part of UMBC's community. Each individual deserves to be respected and treated
with human dignity.
You will, at various times, receive confidential information. An individual's trust in you
will be jeopardized if you handle confidential information inappropriately. Keep your
supervisor informed whenever such issues are involved. Be sure students confiding
in you understand your role as a staff member and inform them if you must reveal
confidential information.
Use good judgment in your behavior and in dealing with others. Evaluate yourself by
seeking feedback from others and making adjustments in your performance when
appropriate or necessary.
Be consistent and fair in your actions in dealing with others. Evaluate yourself by
seeking feedback from others and making adjustments in your performance when
appropriate or necessary.
The residential life program will improve only as suggested improvements are made.
If something seems wrong, talk to your supervisor about it. Be responsible enough to
find channels through which explanations can be given or concerns addressed. Take
responsibility to facilitate problem resolutions via "positive" intervention.
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The Roles of a Staff Member
You will be working with many people to develop an environment conducive to study and
academic success, and to the personal development of the individual student. You will have
the opportunity and the responsibility to contribute to the educational and social
experiences of the members of your community.
As a member of Residential Life staff, you will have many opportunities to work with staff,
faculty and student leaders to make the residence facilities an exciting and beneficial place
to live. The primary goals of all staff should be to stimulate optimum student development
and to assist students in developing a sense of personal and community responsibility
within their community and after they leave UMBC.
You Are a Person

Nothing magical will alter your personality because you are a student staff member. You
were selected because of your character and personal traits and you must continue to be
you. Students want to get to know you for who you are, not what you are. Be yourself.
You Are a Student

Many staff members experience an increase in their grade point average after they assume
their responsibilities; others experience a decrease. You may need to adjust your course
load and other time commitments so that you can meet your staff responsibilities and your
academic responsibilities.
You Are an Educator

Even though you're not a professional educator, you participate in the educational
experience of students. We strongly believe that residential facilities contribute to the total
education of students. You can make a significant contribution to student education in a
variety of ways, both big and small, both planned and spontaneous.
You Are a Representative

You will be the first and most personal contact a student has with Residential Life at UMBC.
At times, you will be called on to interpret and enforce policies and procedures -- often not
an easy job. To do your job effectively, you must know the history and rational for policies
and procedures. You must be able to intervene positively when questions or conflict arises.
You Are a Mediator

Conflict is a natural product of human interaction. Keep your supervisor informed of any
potentially serious conflicts that are negatively impacting your work group or the community.
Conflicts are best resolved by the parties involved, sometimes with your assistance, unless
that is impossible. Sometimes you will be forced to rely on administrative or judicial
intervention.
You Are a Peer Helper

Your effectiveness as a helper will depend on how well you relate to the students in your
community. If you take a personal interest in residents and they feel you are concerned,
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they will feel that they can come to you with their problems and concerns. At times, you will
be able to assist residents in dealing with their concerns directly, while at other times you
will need to refer them to your supervisor or other campus resources. Always inform your
supervisor of residents or colleagues who are in crisis or may be a risk to themselves or
others.
You Are a Leader

An individual is a leader in any situation in which his/her ideas and actions influence the
thoughts and behavior of others. Your leadership may be direct or indirect depending on the
circumstances. Be sensitive to the needs and adjust your approach accordingly. There is a
difference between leadership and domination.
You Are a Motivator

Each individual living on campus has many opportunities to grow and learn. As you work
with individuals, small groups in the community, and resident student leaders in the
community, you will often see opportunities open to others. You may need to try several
different approaches before you find an effective way to motivate an individual or a group to
recognize opportunities and to act. Residents often judge the depth and sincerity of a staff
member's interest and concern by the amount of time he/she spends in the community or
offering them service, whether it is in planned activities or by just being around.
You Are a Resource

To serve as a resource for the student, you need to develop a working knowledge of
Residential Life and the University as a whole. As a person concerned with the student's
total welfare, you must be aware of facilities, resources, and the purposes and functions of
various campus offices.
You Are a Role Model

Staff members are often seen as role models. Your needs, style and habits are some of the
traits which may be imitated and indicate whether students will perceive you as being a
positive role model. It is important that students see you as unbiased, open, and receptive
to differences. Residential Life does not tolerate discrimination on any basis. Residents will
notice the way you respond to those you come in contact with.
You Are a Policy Enforcer

All Residential Life staff members are responsible for upholding our community’s standards,
although how that happens is different for each position. You will be more successful if you
let residents know what is expected from them right from the beginning of the semester.
Tell them the "why" of a rule. Do not jump to conclusions or snoop! You should never ―go
looking‖ for trouble, but at the same time, you must not close your eyes and ignore the
obvious.
You Are an Administrator

The way to be an effective administrator is to keep yourself well informed and organized.
Attending all staff meetings, and meeting with your supervisor often, will help keep you
informed of the administrative responsibilities. There is also a variety if administrative
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paperwork which must be maintained (e.g., weekly reports, Information Forms, Suite
Condition Reports, etc.). Remember to communicate the information to the residents. It
doesn't help if you are informed and the students are not.
Remember, effective staff members are those who can recognize their strengths and those
ways in which they would like to improve, who become effective in managing the various
roles, and who seek assistance and support from other staff members when they need it.
NONE OF US have all the answers. We all learn from our experiences.
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Chapter 2:
Human Resources Information

The Parts of Residential Life
Residential Life is made up of two units: Housing and Residential Education. Maintenance
Assistants work for the Housing Unit, while Resident Assistants, Desk Managers, and Desk
Staff work for the Residential Education Unit. Office Assistants work for both units. The
responsibilities of staff members in each unit are described informally below. For more
specific information on ―who does what‖ in the Residential Life Office, feel free to ask your
supervisor.
Director of Residential Life
Directly supervise and provide leadership all areas of department
Coordinate the development and production of all Residential Life publications
Provide 24 hour on-call back-up
Plan and develop policy for the Residential Life Office
Establish annual departmental goals and objectives
Perform quality control and program evaluation
Serve as liaison to external entities
Produce annual report
Liaison to Student Affairs and Administrative Affairs offices; other duties assigned by
VPSA
Oversee the development and evaluation of student staff development programs and
co-curricular programs
Coordinate hall/apartment councils and RSA advisement
Coordinate departmental staff development
Serve as a contact for external research requests and coordinate departmental
research
Manage living-learning community growth and evaluation
Direct and coordinate all updates and production of staff and procedural manuals
Ensure proper duty coverage for department (student staff, central staff)
Associate Director, Residential Life
Provide direct supervision to:
 Assistant Director, Residential Operations
 Coordinator, Summer Conferences
 Technology Graduate Assistants
Liaison to the University Peoplesoft Implementation Committee
Coordinate access control system management
Coordinate implementation of Housing Information Systems
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Maintenance of existing software installations
Coordination of departmental technology efforts
Associate Director, Residential Facilities
Directly supervise and provide leadership to facilities area
Coordinate the environmental aspects associated with opening and closing
Respond to maintenance emergencies and advise staff in an on-call capacity
Assistant Director, Residential Education
Provide direct supervision to community directors assigned to his or her area,
focusing on:
 Prepare, present, and adjudicate judicial cases
 Maintain conduct and programming statistics
 Review Information Forms and oversee the disposition of subsequent cases
 Coordinate CD budgets
 Develop and supervise community programming in his or her area
Coordinate proactive educational programs for residents as related to Rights and
Responsibilities
Assist in the recruitment, selection and training CDs and ACDs
Serve as liaison to the Office of Student Judicial Programs and Campus Police
Assistant Director, Residential Facilities
 Administrative Assistants
 Graduate Assistants
Plan, coordinate, and supervise all renovation projects
Coordinate key management systems, policies, and trainings
Assist in the coordination of MA selection, training, and evaluation
Respond to maintenance emergencies and advise staff in an on-call capacity
Oversee the Office's use of the University's work order system
Serve as liaison to the University's housekeeping contractor
Inform residents of safety, maintenance, recycling, and energy issues through regular
publications, special correspondence, and staff
Supervise the utility billing process
Supervise laundry and vending operations within the residential communities
Assistant Director, Residential Operations
 Program Management Specialist
 Administrative Assistant
Coordinate housing application, assignment, licensing, billing, room change, and
waiting lists
Coordinate license release and refund process
Serve as liaison to Financial Aid, Registrar, Admissions, Athletics, Food Service, and
Accounting
Maintain student housing files and records
Coordinate selection process for Robinson Scholarship
Coordinate transitional and interim housing
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Coordinator, Summer Conferences & Assessment
Serve as representative to the Conference Service Committee
Administer daily conference operations
Coordinate the selection, training, and evaluation of summer conference staff
Serve as contact person for conference clients
Coordinate reservations, scheduling, and use of faculty/guest housing facilities
Coordinate Residential Life assessment efforts
Business Services Manager
Ensure adherence to University accounting procedures
Audit financial and housing information on a continuous basis
Prepare and manage Office budget
Provide leadership in human resource, budget, and accounting functions
Supervise Accounting Associates
Coordinator, Community Development
Serve as co-chair for welcome week.
Serve as editor of monthly departmental e-newsletter, ―The Loop‖
Provide publicity/marketing and assist w/ coordination of the Faculty Mentor
Program
Publicity and marketing of Living Learning communities
Coordinate community-wide programs and activities
Support staff and students in community development efforts
Provide departmental coordination for summer course selection and orientation
responsibilities
Assist training committees by providing coordination of rooms, services, etc.
Maintain departmental resource room
Coordinate academic support programs
Coordinate projects as assigned by the Assistant VP of Student Affairs
Regularly attend campus and departmental programs and events
Publicity liaison for departments such as athletics, student life, academic advising,
financial aid, library, Arts departments, etc.
Community Directors
Overall administration of individual residential communities
Supervise all community staff (RA and DS job descriptions are available in I:\Job
Descriptions)
Chair and/or serve on Office, Divisional, or University committees
Coordinate the mediation of resident conflicts
Assist in student staff selection, training and evaluation
Assist in opening and closing procedures
Coordinate community programming and assist in system-wide efforts
Serve as emergency response staff via duty system
Prepare and present judicial hearings, adjudicate judicial conferences
Serve as advisor to hall/apartment councils
Coordinate in-hall efforts of the community’s Faculty Mentor
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Graduate Assistant Community Directors
Provide day-to-day leadership to service desk operations
Provide leadership for area councils and other student involvement programs
Assist in the development of community-wide goals
Assist in the mediation of roommate conflicts
Assist in the selection, training, and supervision of paraprofessional staff
Participate in the CD Duty Rotation on weekends and serve on Thursday backup
rotation.
Accounting Associates
Manage payroll processes
Coordinate travel arrangements for staff
Prepare requisitions for purchase of supplies or other materials
Administrative Assistants
Provide clerical and administrative support to respective area
Provide accurate and timely information to students and staff
Manage relevant computer systems in their area
Other specific duties as assigned
Service Desk Manager
Coordinate all reception functions of the office
Coordinate the distribution of mail and packages in and out of the office
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Paraprofessional Employment Requirements
Academic Requirements.
Have a minimum 2.50 cumulative GPA to apply for the position, and;
Have a minimum 2.15 GPA in the previous full semester and a 2.50 GPA cumulative
to start the position, and;
Have a 2.15 semester and 2.50 cumulative GPA to continue in the position.
If the semester average falls below 2.15, the paraprofessional will be on academic
probation for a semester. Two semesters of academic probation results in
termination.
If the cumulative GPA falls below 2.50, termination will be automatic.
RAs and DMs must successfully complete PSYC 215, Paraprofessionals in the
Residence Halls, earning a grade of C or better. This course is optional for
Maintenance Assistants.
Prior living experience in residence halls or university housing preferred
Other Requirements
Meet expectations set forth by the University, the Residential Life Office, and direct
supervisors. Additional information can be found in the section entitled
―Consequences for Major Performance Problems‖.
Be in good judicial standing (including but not limited to not being on Disciplinary or
Residential Life Probation) to start the position.
Abide by all laws – local, state, and federal – and abide by the Code of Student
Conduct and the rules set forth in the Guide to Community Living to continue in the
position.
Desk Staff, Office Assistant, and Courier Employment Requirements

Academic Requirements.
Have a minimum 2.0 cumulative GPA to apply for the position, and;
Have a minimum 2.0 GPA in the previous full semester and a 2.0 GPA cumulative to
start the position, and;
Have a 2.0 semester and 2.0 cumulative GPA to continue in the position.
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If the semester average falls below 2.0, the staff member will be on academic
probation for a semester. Two consecutive semesters of academic probation results
in termination.
If the cumulative GPA falls below 2.0, termination will be automatic.
Prior living experience in residence halls or university housing preferred
Other Requirements
Meet expectations set forth by the University, the Residential Life Office, and direct
supervisors. Additional information can be found in the section entitled
―Consequences for Major Performance Problems‖.
Be in good judicial standing (including but not limited to not being on Disciplinary or
Residential Life Probation) to start the position.
Abide by all laws – local, state, and federal – and abide by the Code of Student
Conduct and the rules set forth in the Guide to Community Living to continue in the
position.
Informal Descriptions of Student Staff Positions

Resident Assistant
The Resident Assistant is a paraprofessional student employee of Residential Life at UMBC
and reports directly to the assigned Community Director, and indirectly to the Assistant
Director and Director for Residential Education. The major functions of the position are
described below:
Community Building - participate and encourage community development functions;

maintain atmosphere which respects the rights and responsibilities of residents.
Peer Helper - provide information; initiate referrals to various University services;

intervene in crises; and assess needs of residents.
Programming - develop, assist and implement floor, hall or community programming

plans; report programming activity to Community Director.
Liaison - act as liaison in explaining University policies to residents.
Duty - maintain appointed duty coverage regularly and during emergency situations in
the assigned facility. Apartment RAs are also responsible for duty coverage during
semester breaks and winter session.
Administration - administer room changes; assist in opening and closing of residence

facilities; make safety and maintenance inspections; maintain security by identifying
unauthorized persons using the facilities; fulfill other tasks as assigned by
Community Director or appropriate Central Staff.
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Facilities - submit repair and maintenance reports and help students to report
maintenance problems through the proper channels. Recognize and report
environmental needs and concerns in lounge and common areas.
Staff Selection and Development - assist in the selection of student staff; participate
in staff evaluation and training programs; attend all staff development seminars and
workshops.
Maintenance Assistant
The Maintenance Assistant is a paraprofessional student employee of Residential Life at
UMBC and reports directly to the Coordinator for Facilities. Major responsibilities are as
follows:
Maintenance - completing minor repairs in residence halls and apartments;

maintaining fire safety equipment; making necessary referrals to Area Maintenance.
Administration - assist with check-in/check-out, opening and closing, submitting all

reports, surveys and assignments as requested by appropriate Central Staff.
Staff Development and Training - participate in staff evaluation and training

programs; assist in staff selection; attend all MA in-services and workshops; attend
all staff meetings nightly and weekend.
Duty - maintain appointed nightly and weekend duty and assist in emergency
situations.
Desk Manager
The Desk Manager is a paraprofessional student employee who reports directly to the
Community Director. The major duties are listed below:
Supervise desk operations.
Monitor lobby area and the hall security and maintenance reporting systems.
Assist Community Director in selecting, training, and evaluating desk staff.
Schedule desk staff hours.
Monitor/compile payroll information.
Assist Community Director with opening and closing.
Monitor sign-in policy and follow up on violations.
Monitor condition of residence facilities.
Conduct bi-weekly staff meetings.
Manage key system
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Desk Staff
A Desk Staffer is a part-time student employee who reports directly to the Desk Manager.
The major duties are listed below:
Operate community front desks.
Monitor lobby area and the hall security and maintenance reporting systems.
Assist residents through the loaning of keys and equipment.
Assist residents in guests with telephone numbers and answering public inquiries.
Sign-in residents and guests, in residence halls.
Assist with all check-ins and check-outs.
Compensation for Student Staff
Consistent with a philosophy of student development, Residential Life at UMBC employs

about 300 students annually in a variety of paid and volunteer positions.
Desk Staff, Office Assistants, and Couriers - Hourly Pay
Paraprofessional Staff – Room, Board, Stipend, Utilities in Apartments
Note: Maintenance Assistants are eligible for hourly pay in certain situations.
Student Staff Performance Evaluation

Philosophy
Evaluation of all staff members within the residential program is intended to be a positive
learning experience that improves performance. The evaluation process should be
continuous process with comments about specific performance problems being shared on a
regular basis. Finally, our office believes that both sides of the supervisory relationship must
be evaluated on a regular basis and, as such, student staff evaluations of supervisors are
another crucial piece of performance enhancement.
Timing of Evaluations
Resident Assistants, Desk Managers, and Maintenance Assistants are evaluated once per
semester by their supervisor. At the same time, Resident Assistants and Desk Managers are
asked to evaluate their Community Directors. Evaluations should commence approximately
three weeks before the end of the term to allow adequate time for all evaluations to be
completed. Both evaluations are shared in a conference setting.
Desk staff members are evaluated once per semester by their Assistant Community Director
or Desk Manager. Evaluations that identify significant performance concerns should be
shared with the appropriate Community Director before the evaluation conference.
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Evaluation of Departing Paraprofessional Staff
Paraprofessional staff members who are departing at the end of a semester do not receive a
standard evaluation. Instead, a summary of their strengths and weaknesses, as well as a
determination as to whether or not they are eligible for rehire, should take the place of the
regular evaluation.
Student Staff Performance Problems

Consequences of Major Performance Problems
Listed below are examples of the types of performance problems that may result in the
termination of employment as a Residential Life paraprofessional staff member.
Irresponsible use of master key(s)
Purchase of alcohol for minors
Drinking alcohol if you are not of legal age while on campus or drinking
alcohol with minors while on campus Committing an act of intolerance
Purchase, sale or use of illicit drugs or non-prescribed prescription drugs, or

the abuse of legal or Over the Counter drugs.
Physically assaulting another individual, other than when defending oneself

(with appropriate force)
Theft
Being under the influence of alcohol or other drugs while on duty or while
involved in another department sponsored activity
Possession of any weapon (as defined in the Community Living Guide and the
Code of Student Conduct)
Committing any other significant violation of University or Residential Life

policies, or having any significant performance problem while on employment
probation
Listed below are examples of the types of performance problems that may result
in employment probation, or, in some cases, termination of employment if
aggravating circumstances exist (see consequence of conduct violations below)
Loss of master key
Seeking out confidential information through inappropriate means, or

misusing confidential information.
Missing duty
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As mentioned earlier, it is not possible to outline every possible performance problem and
the resulting consequence(s). While performance concerns are handled on a case-by-case
basis (as each situation may be different), the consequences listed are what staff can
expect to inform the decision-making process.
Consequences of Conduct Violations
Violations of the Code of Student Conduct or The Guide may result in immediate
termination. Minimally, any violation of the Code or the Guide that results in a sanction of
reprimand or greater will result in employment probation. Staff will be terminated if placed
on Residential Life or Disciplinary Probation.
Procedures for Addressing Major Performance Problems
1) The immediate supervisor and staff member involved will confer regarding the
matter.
2) For paraprofessional staff:
a) Warning letters from direct supervisors must identify the specific concern and
an outline for correction of the concern. Copies should be provided to the
Assistant Director.
b) Probation letters must identify specific concerns, an outline for correction, and
a warning that future deficiencies will result in termination. These letters
must be co-signed by the Community Director and the Assistant Director.
c) Termination letters are issued only by Community Director of an area and

signed with the Assistant Director, with copies being provided to both the
Director and the Business Services Manager.
3) For desk staff:
a) Warning letters from direct supervisor (DM/ACD upon review of CD) identify
the specific concern and an outline for correction of the concern. Copies
should be provided to the Community Director.
b) Probation letters must identify specific concerns, an outline for correction, and
a warning that future deficiencies will result in termination. These letters
must be co-signed by the desk manager/ACD and the Community Director.
c) Termination letters are issued only by a Community Director in consultation

with the Assistant Director, with copies being provided to the Assistant
Director and the Business Services Manager.
Appealing Terminations
An appeal following dismissal may be submitted to the Associate Director of Residential Life
within two (2) working days of receipt of written notice of termination. In all cases, where
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termination is being considered during the year, consultation among the RA, the Community
Director, and the Assistant Director for Residential Education takes place prior to
termination. Termination at the end of the agreement period will not require such a process
since the RA agreement expires at the end of that period (see above).
Paraprofessional Staff Employment and Time Conflict Policy
Paraprofessional staff positions (RA, MA, and DM) provide a tremendous personal growth
experience for students. To choose between that experience and some other experience is
difficult, but often necessary to do justice to the job and academics. Some prioritizing of
commitment is necessary to ensure a quality program. Most campuses strictly limit student
staff involvement to classes and student staff duties.
At UMBC, we generally restrict "major" outside commitments, and limit more "minor"
conflicts. By "conflict," we are primarily concerned about time commitment and secondly
about incompatible or clashing roles. Participation in any outside commitments beyond
class-work and the Paraprofessional staff position must be requested through a ―Request
for Other Employment Activities‖ and approved by your direct supervisor and your Assistant
Director BEFORE the start of the commitment. Two categories of activity have been
established:
Restricted Activities
Those activities which are generally not permitted. First year paraprofessionals are not
permitted to be involved in restricted activities during their first semester. Returning staff
may be involved in these activities with permission of their direct supervisor and their
Assistant Director. Involvement in restricted activities will be based on job performance.
These include:
Fall student teaching,
Executive posts in any registered student organization,
Off-campus employment,
Board of Regents positions,
Retriever editorships or committee chair positions.

Limited Activities
Those activities which are occasionally permitted provided the direct supervisor and the
particular staff member can reach agreement regarding time commitment, possible conflict
with duties, and considering the staff member's past performance and academic status.
These include:
Spring student teaching
Field placements or internships,
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On-campus employment not to exceed 10 hours,
Varsity athletics,
Retriever reporter,
Pledging in a Greek-letter organization,
Other involvement outside of classes and the staff position.
Residential Life Meetings
The meetings listed below will be held regularly for Residential Life Staff. They are an
essential part of the communication process in Residential Life, so attendance at meetings
will be mandatory.
Development Sessions/Training: are held for all paraprofessional and desk

staff. Meetings coordinated by the CD responsible for Staff Development will
be announced early in the semester.
Hall/Apartment Staff Meetings: are held for each individual hall/apartment

staff to discuss hall/apartment concerns, exchange information, and to
conduct training with RAs/MAs/DMs. Weekly meetings planned and
coordinated by the CDs in their hall/complexes.
Maintenance Assistant Meetings: are held with the Coordinator for Facilities
(bi-weekly or monthly as needed) to report on the status of building/complex
facilities and to discuss projects.
Individual Meetings: with staff are held with Resident Assistants, Maintenance
Assistants and Desk Managers to promote the evaluation of individual
performance. Supervisors will meet weekly or bi-weekly with each of their
staff members and will hold additional meetings as needed.
Committee Meetings: As a member of the Residential Life team, you may be

an active member of one of our departmental committees. Times for
meetings vary. Committee responsibilities are defined annually.
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Chapter 3:
Constructing Involved Communities
Community Development and Student Learning & Development
All Residential Life staff members are educators to some extent, although the educational
component of your work varies depending upon the position you hold. As a Resident
Assistant, you assume the role of educator in several ways, both informally and formally,
which have a tremendous impact on your community.
Informal settings in which you may educate include confronting racist, sexist, or
homophobic language or jokes, role modeling honest, ethical and respectful
behavior, and investing yourself in your community by being a presence in your area.
Formal settings for educating include developing educational programming

initiatives, creating bulletin boards on timely topics, and conducting meetings
regarding floor/building issues.
Community Development
Community development shapes a residential community environment in such a way that it:
assists students in exploring current values and integrating new ones
promotes and/or encourages the growth and development of students
builds on residents experiences
addresses group and individual needs
creates attitudes which will enable residents to live harmoniously in a high

density situation
gives residents skills that will allow them to mature and assume the roles
necessary to make them responsible, contributing members of the
floor/building, university and the larger community
What Does an Ideal Community Look Like?
Listed below are some behaviors to strive for in developing communities. In a strong
community, the members:
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are familiar with and interact with each other
recognize contributions and achievements of each other
maintain common expectations of one another (cleanliness, noise level, etc.)
make and carry out decisions together
respect the rights of others
understand procedures, policies, and regulations of their community and any

larger one of which they are a part
resolve interpersonal and inter-group conflict through formal and informal

means (i.e. roommate mediation)
are aware of facilities, services, and activities available to them
cooperate in exploring common and individual interests and needs
initiate ideas and projects as well as participate in planned activities and

programming initiatives
respect and enhance the physical environment of the community
evaluate and provide feedback to other community members and to the

community as a whole
How can you, as a Paraprofessional, build an Ideal Community?
Keep postings on your floor updated and presentable. Help role model to your
residents that you have care for the aesthetic value of your community.
Keep your door open when you can to encourage socialization and openness.
Recognize the importance for programming specifically to the needs and

wants of your hall or apartment. Allow your residents the opportunity to get
involved in the planning of activities.
Encourage community pride! Create a newsletter or appreciation board in

your community to commend positive actions.
Residential Life Community Living Principles
Often, when we think about ―rules,‖ we think about prohibiting or forbidding things. The
Community Living Principles (CLPs) are the opposite—they are rules that are designed to
encourage position behaviors.
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They serve as a foundation for you to build positive behaviors in your community, can spark
discussion, and are used throughout your roommate and community agreements. They are
also a guideline for Resident Assistants in role modeling respectful and ethical behavior.
Live And Study With Integrity.
Become the kind of community member that people can count on – to fulfill promises and
agreements you make with others, to abide by the rules and expectations we agree to live
under by choosing to live on campus, to help those in need, and to hold people who aren’t
meeting these obligations accountable for their choices.
Seek to Understand Others.
No one is just like you. We all have different experiences, needs, and hopes for our time at
UMBC and the future. These differences create opportunities for learning – and for conflict.
Celebrating what makes us unique and discovering what we have in common makes it
easier to see things from others’ points of view and make the most of our relationships.
Cooperate and Compromise.
Being a community member means that just as you will benefit by having the help of others
when you need something, there will be times you have to pitch in. It also means
remembering that as others will ―bend a little‖ for you, there will be times when you are
asked to be the one who bends to make the experience better for someone else.
Take Action to Improve your Community.
You’ve heard the expression ―you get out what you put in,‖ and that’s as true here as
anywhere else. Want to start something new? See a change you’d like to make? Then get
involved! Positive contributions strengthen community.
Student Learning & Development
Students are at UMBC to learn. Usually, we think about learning as acquiring the skills,
knowledge, and abilities that are needed for a future career. However, as much learning
takes place outside the classroom as does inside. As a Resident Assistant, you will work
with your CD to create an environment where this ―out of class learning‖ is supported and
supplemented. Involving Faculty Mentors, taking students to cultural events, holding
discussions, and putting up bulletin boards about important topics are all ways that
paraprofessional staff can help support the educational mission of UMBC.
Students also change in non-academic ways while in college. A whole area of research,
known as ―student development theory,‖ explores how students grow as people throughout
their educational experience. Depending upon how they are changing—intellectually,
morally, ethically, or in relation to their race, religion, sexual orientation, or gender--students
go through different phases of stability and transition and differ in how they construct and
interpret their experiences. Students have different styles with which they approach and
resolve these challenges. These changes occur as interactive and dynamic processes
between students and their environment, and therefore we focus on the student as an
individual and the community as a whole.
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Residential Curriculum: Community Development, Student Learning & Development
As residential educators we are charged with providing structured and informal experiences
to promote community development, student learning, growth and development. The
residential curriculum at UMBC supports the overall mission of UMBC and the learning and
service objectives of the student affairs division. It is our belief that we must be intentional
in our design and implementation of this curriculum. Identifying specific learning and service
outcomes are crucial to our work with students.
Community development and student learning and development are inextricably linked, and
development of both must occur in concert for the potential of residential education
programs to be realized. At UMBC, the educational, behavioral, and social interventions
employed by staff to shape the development of these two contexts are referred to as
programming ―initiatives.‖
Programming initiatives provide community staff with opportunities for achieving many of
the goals of community development through demonstrating enthusiasm and respect for the
community, addressing community needs and expectations, and exploring common
interests and goals. Additionally, the initiatives that staff members organize with residents
lead to new opportunities for intellectual, moral, ethical, and identity development. Finally, a
vast amount of new knowledge can be imparted to residents through faculty interactions,
cultural events, and other carefully developed educational interventions. Taken together,
these initiatives supplement the academic mission of the institution and result in a living
and learning environment in which both community and student learning and development
are maximized.
The Student Behavior Model

The Student Behavior Model serves to create an environment that is conducive for student
learning and growth. This is accomplished as you set expectations with your residents, help
them create norms, positively reward those students who are contributing to the
community’s betterment, and hold accountable those who are violating community
expectations and norms.
Expectation Setting Interventions
These interventions are designed to let students know exactly what is expected of them as
residents of the community. Expectation setting is done in a variety of ways, from a staff
member verbally presenting guidelines for quiet hours, to Residential Life formally spelling
out terms and conditions for on-campus housing in the Residential Life License signed by
each student before moving into their community.
Norming Interventions
Norms are a community’s informal rules. Some norms are positive and support a healthy
community, while others are negative and detract from the resident experience. After
expectations have been clearly stated to residents, norms can be created in a variety of
ways, including roommate agreements, community agreements, programming initiatives,
and the behaviors you role model, reward, and punish.
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Positive Accountability Interventions
These interventions occur in the form of reward for positive student behavior. The purpose
behind this action is to reinforce the kind of behavior (abiding by expectations and/or
building positive norms) that is acceptable and appreciated within our residential facilities.
Negative Accountability Interventions
These interventions occur when students have violated the rules and regulations of our
facilities. These interventions often take the form of students attending a judicial
conference and possibly being issued a judicial sanction and conditions that serve as
educational tools to promote better decision making in the future.
UMBC Division of Student Affairs: Learning and Service Objectives (7/5/06)

The Division of Student Affairs’ curriculum (experiences, programs, and services) is intended
to enable the following. Residential Life’s curriculum will support these objectives.
Descriptions of Student Learning and Service Outcomes
Student Learning-Cognitive
Knowledge acquisition, integration, and application: gaining new content knowledge or
perspectives on what is already known from a variety of disciplines, connecting this new
knowledge or perspective to what is already known, and using this knowledge in daily
life.
An environment that supports study, learning, research, and application of knowledge:
creating and maintaining UMBC as a place (both the physical and climate dimensions of
the campus) where students can effectively carry out a variety of activities related to
learning.
Enhanced cognitive skills: students develop their capacity to think more complexly
including their abilities to analyze, synthesize, and evaluate (critical thinking); see things
from multiple perspectives
Academic achievement: ability to manage the college experience; the ability to set and
achieve short and long term academic goals; remain or get back in good academic
standing; and progress through graduation in a timely fashion
Student Learning-Interpersonal and Practical Competence

Self-awareness: consciousness of one’s own identity in multiple dimensions (gender,
race, class, abilities, sexual orientation, spirituality); have an understanding of self in
relation to others; understanding of one’s values and ethics
Multicultural competence: the awareness, knowledge, and skills to effectively interact
and work with those who are different from you on a variety of dimensions including, but
not limited to, gender, race/ethnicity, socioeconomic status, sexual orientation
Emotional and physical health: understanding and practicing behaviors that contribute to
achieving and maintain personal wellness and a balanced lifestyle; meaningful
relationships; living a meaningful and purposeful life
Civic engagement and humanitarianism: Sense of social responsibility; commitment to
local, state, national and global issues, democratic processes, and public life; uses
principled dissent for positive change
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Vocational competence: understanding of one’s skills and abilities, interests, and values;
using this knowledge and information about the world of work to make appropriate
career choices; job searching skills including resume writing, networking, and
interviewing techniques
Economic competence and self-sufficiency: possess basic knowledge about financial
concepts; ability to successfully manage a personal budget, able to set and meet short
and long term financial obligations and goals
Community membership: sense of belonging to a defined group or subgroup; choosing to
respect or adhere to the group’s values and norms; engaging in the rituals and practices
of the group
Leadership: self-awareness, knowledge, behaviors, ethics, and skills that contribute to
effective positional leadership as well as followership within a group or community that is
seeking to accomplish particular tasks and/or long term positive change
Communication skills: effective listening, speaking, presentation skills
Delivery of Quality Services and Programs

Safety: develop, deliver, and maintain services, programs and facilities that provide
physical and emotional safety to constituents
Fair and caring policies, procedures, and practices: enacting fair policies, processes, and
procedures; acting individually and collectively in a professional manner that
demonstrates excellence, inclusion, justice, compassion, empathy, and beneficence at
all times
Responsiveness: accessible to work effectively, efficiently, and collaboratively with
students and other constituents to develop and provide timely and appropriate services
Ongoing evaluation and assessment for improvement- decisions are made and action
taken based on data to improve the quality of programs or services and increase student
learning
The Learning Matrix

The Learning Matrix is the programming model used by Residential Education to promote
intentional programming initiatives within our communities. The purpose of the Matrix is to
educate our community members on critical issues facing students and to assist in the
process of community development. Each Community Director will develop expectations of
how the objectives of the Learning Matrix objectives will be completed in your community.
The focal areas within the Matrix are as follows:
Multicultural Exploration
Initiatives in this area will focus on broadening the experience and sensitivity of residents in
relation to difference, celebrate individuals’ uniqueness and help discover common ground
in the face of difference.
Life Management & Skills
Life Management initiatives should focus on providing students exposure to basic
knowledge and skills to function as an independent adult. These programs should better
prepare students for life challenges beyond the education setting. Programs could include
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learning how to balance finances, managing credit cards, basic automotive mechanic skills,
and basic domestic functions (laundry, effective cleaning skills, etc).
Community Involvement
Initiatives in this area will focus on developing personal responsibility and accountability,
providing leadership opportunities for residents, or involving UMBC students in sustainability
awareness, service-learning or civic engagement opportunities on- or off-campus.
Academic and Professional Development
Initiatives in this area will focus on providing students opportunities career exploration
(major identification, graduate and professional schools admission, job exploration),
academic skill enhancement (study skills, time management, communication with
professors, resume development), and identification of resources that contribute to
academic development (offices on campus, development of study groups, Shriver Center).
Wellness
Initiatives in this area should focus on developing students’ understanding of physical health
and recreation (including sexual health and the importance of sleep), psychological and
emotional well-being (depression, homesickness, and resources on campus to help), and
spiritual exploration, so that students can develop a holistic sense of wellness.
Relationships with Others
Initiatives in this area should focus on developing students’ awareness of the need for
empathy and caring, interpersonal skills (communication skills), and conflict resolution so
that students can develop more meaningful and healthy relationships.
Social Interaction
Initiatives in this area will focus on fostering a sense of community, enhancing UMBC and
community pride, or providing opportunities for social interaction within the residential or
campus community through student-to-student and student-to-staff interactions.
The Constructing Involved Communities
During training you will receive a Constructing Involved Communities (CIC) packet that will
provide a structure for your work within the first six-weeks. This time period is critical to your
relationship with your residents and their commitment to their role within the community in
which they live. This packet will provide programming ideas and specific critical areas that
you will need to cover with your residents during this time.
Community Action Boards & Resident Student Association
While you, as a paraprofessional, have a commitment and responsibility to develop positive
community on your floors and in your apartment buildings, we also want to involve our
residents in planning activities and encourage them to take part in developing the culture of
our communities. Two student organizations that provide this opportunity for residents are
the Community Action Board and the Resident Student Association.
Community Action Board (CAB)
In each community, there is a Community Action Board. In the apartments, this group is
made up of residents from all apartment communities. The Walker Avenue Apartments
have their own CAB. CAB is an organization that provides residents opportunities to take
action in their communities through developing programs for residents and acting as a
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liaison for resident concerns and issues between students and the Residential Life Office.
Members of the CAB executive board are selected through an election process in the
beginning of the fall semester. Paraprofessionals can get involved in their CAB by finding
representatives from their floors/buildings, attending meetings, collaborating on programs,
and referring appropriate student concerns to the CAB.
Resident Student Association (RSA)
While the CABs represent each individual community, RSA represents the Residential
Community as a whole. RSA is made up of representation from each building (typically from
CAB executive boards) and an executive board. RSA implements campus wide programs,
addresses student concerns on campus, represents the student population on campus
committees, and communicates with other institutions for best practices. Paraprofessionals
can get involved with RSA by attending meetings and programs, signing up for committee
work, or attending a conference.
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Chapter 4:
Peer Helping
One of the roles you will fulfill as a staff member is that of being a helper to residents. This
does not mean that you will be solving problems for residents; your function will be to help
the resident so that he/she can explore his/her own problems, come to better
self-understanding, and, finally, explore and carry out options for constructive action.
In the paraprofessional class, paraprofessionals have studied (or will be studying) a variety
of more advanced skills related to peer helping. All student staff in the office are exposed to
basic communication techniques that will be helpful to them as members of the Residential
Life Office. Below is some more information on working with residents that should be of use
to you.
The Art of Active Listening

Attending
Essentially, attending is non-judgmental, no-agenda, active listening. The listener is "taking
care of" the other person by hearing him/her fully and letting the person know that he/she is
being heard and understood. The listener doesn’t have to agree or sympathize with the
person speaking; nevertheless, he/she is giving that person the opportunity and
encouragement to express his/her point of view.
By attending, you can:

Let someone in a meeting know that his/her opinions have really been heard and
understood so that person then may be able to be quiet and allow the meeting to
go on.
Listen for cues which tell you what is important in another person's world and
then asking questions about those things rather than about the issues which
seem interesting or important to you, you may be able to discover some of the
reality of another person's life.
Focus your attention on being sensitive to and understanding in a work situation,

you may become aware of, and therefore more accepting of, someone whose
position always seems to be against you.
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Listen without giving advice to a person who is trying to make a difficult decision,
you may help them become aware of what they really wanted to do all along.
Using Open Questions
When a person comes to discuss or talk about something that he/she feels is a problem,
your responsibility is to do your best to understand fully how he/she sees the situation.
While some residents will speak freely about their concern and explain it fully, others will
need help in expressing their thoughts and feelings. To help them, you will need to ask
probing questions.
There are two types of questions: open and closed. Both types of questions will elicit
information. However, open questions are preferable to closed ones because: a) they will
yield more information, and b) they allow the resident to share their thoughts and feelings in
their own words.
Closed Questions
Closed questions can be answered with a single word answer (or at least a very brief one).
Examples of closed questions include:
Were you angry?
Did he tell you he didn’t do it?
You did this?

Open Questions
Open questions encourage people to offer more than just a few words in response to them.
The closed questions above can be transformed into open ones by asking things like:
How did you feel?
What did he say to you?
How did this happen?
Open questions provide room for the resident to express his/her real self without the
imposed categories of the residence staff member. An open comment allows the person an
opportunity to explore him/herself with the support of the facilitator. A closed invitation to
talk, on the other hand, often emphasizes factual content as opposed to feelings and may
be seen as attacking the person.
Minimal Encouragers to Talk

When you are listening to a resident, there are simple things you can do to show that you are
listening and to encourage them to continue to speak. These are known as ―minimal
encouragers.‖
The most familiar minimal encourager is "um-hmm.‖ Others examples include the following:
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"Oh?" or "And then?‖
The repetition of one or two key words (Ex., ―He told me that it was over.‖ ―It
was over?‖ ―Uh huh, and then . . .‖)
"Tell me more about that."
"How did you feel about that?"
"Give me an example."
"What does that mean to you?"

The Use of Silence
The use of silence can be very effective in helping situations. When we are silent, it
encourages others to speak. People often are made uncomfortable to too much
silence and will often speak to avoid it. Practice using silence and become
comfortable with its usage.
A Model Conversation
Putting these skills together can facilitate a conversation, like the one below. This example
portrays a ―typical‖ homesick first-year student.
Posing an Open Ended Question
Staff: ―Hi John! I noticed you’ve been spending a lot of time in your room. What’s going
on?‖
Using Minimal Encouragers
Student: "Nothing.‖
Staff: ―Nothing?‖
Student: ―Yeah, I’m just getting used to this place. It isn’t anything like home.‖
Staff: ―How’s it different?‖
Student: ―Well, you know . . .‖
Staff: ―Um-hmm‖
Student: ―Well, everyone knows someone here, and none of my friends are here.‖
Focusing on Feelings
Staff: ―How has it gone meeting new people?‖
Student: ―Not very well.‖
Staff: ―That sounds lonely.‖
Student: ―That’s exactly how it feels.‖
Referrals
You are no substitute for a counselor or therapist. You may find yourself in a situation with a
resident where you realize that referral to another resource is needed.
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When Considering a Referral
Know the limits of your skills as a peer helper.
Have a clear definition of your role as a skilled listener and provider of basic
information and guidance.
Know your blind spots—what are you not comfortable (or not qualified to be) talking
about?
How to Refer
Help the person clearly define the problem.
Good referral is based on the establishment of a trusting relationship. The person

must feel that you understand and are concerned. Pushing the person off to another
source of help too soon can give him/her the feeling that you're just trying to get rid
of them.
Help the person to understand the relationship between his/her needs and the
services of the referral source if this is not clear to him/her.
Let the person be as independent as possible in deciding to use the referral service,
but, if they truly need to be "lead by the hand," do it! A really fearful person may need
more than usual support.
Communicate with your supervisor to inform them about each resident who you
believe needs a referral.
Individual Crisis
This is one of the most sensitive areas you will deal with as a staff member.
Included in this category are all the personal problems you can imagine, and some that you
will never have even thought of before: the survivor or sexual assault, the suicidal student,
or the student who is struggling with drugs and alcohol.
Although these types of crises may not occur in your community, it is an unfortunate reality
that many will. Some will happen without your knowing, or you may become aware of them
well after the fact. Being aware of what to look for in a student in crisis and knowing how to
effectively respond to their concern is critical in helping them make it through the crisis
successfully.
Behavioral Signs of Crisis
One of the first things people notice is odd behavior and, as an indication of possible
personal problems, this is relatively reliable. Gross behavior discrepancies are usually easily
noticed. Some other behaviors to watch for include:
Trouble sleeping, studying, paying attention
Loss of appetite, interest, social skills, weight loss or gain
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Depression
Feelings of hopelessness, exhaustion, disorganization, confusion, guilt, rage, hostility,

shame, etc.
Compulsive activity: drinking, drug use, gambling, sex, smoking, visiting, talking, etc.
Sudden changes in behavior patterns
Continual defiance of authority, guidelines violation, hassling staff, etc.

Most Important!
Be available for the person who wants to talk. This may mean dropping in to
say "hello" even if someone hasn’t approached you.
Follow-up on problems you become aware of. Don't assume things are better
simply because you seen any subsequent problems.
Consult with your supervisor, even if only to let them know what's happening.
Knowing that you are aware of problems with your residents and are working
with a resident toward a "solution" is much better than being called in to deal
with a crisis and finding things have been building up for a long time. You are
not expected to know all, or be a psychiatrist and diagnose residents. Keep
your eyes, ears, and feelings open.
Suggestions for Helping Residents with Common Problems

Depression
Everyone goes through occasional depression and in most cases, people recover. However,
moderate to severe depression can have serious physical, academic, social, and
psychological consequences. As such, if you have concerns about depression in one of your
resident, consult your Community Director immediately.
Homesickness
The student has left a situation in which he or she was very important, perhaps even the
center of attention, for one in which he or she is almost without identity. The student needs
attention and ways to keep busy so that they can feel that they are making a contribution.
Perhaps you can guide the student into new relationships in the community.
Family conflicts
There are many possible areas of disagreement. The student is in a position to make his or
her own decisions, but the parents have not quite accepted the reality of the student's doing
so. A serious family problem can result from disagreement over curriculum choice,
especially where there is strong financial dependence. A staff member must be very careful
to act as a problem clarifier rather than a judge.
Reaction to freedom
This, like most other problems, is related to family relationships. It is either an escape from
controls (which may have been unreasonably strict) or a response to temptations which
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were never prepared for. Questioning standards is normal. Your role as a helper is to
demonstrate to the resident the consequences of his or her choices and the impact they
have on the larger community. Ultimately, those students who continue to disrupt the
community face the loss of their privilege to live on campus.
Difficulties with romantic/intimate relationships
Whether a student is gay/lesbian, straight, bisexual, or transgendered, learning how to
manage intimate relationships is one of the most difficult tasks of adulthood. Sympathetic
listening on your part may be sufficient. Other problems may require more in-depth
attention, however, which can be provided by various referral agencies on campus such as
the Counseling Center.
Conflicts with roommates or others
Usually, roommate difficulties can be worked out if the individuals involved assume personal
responsibility for the outcome. No change should be made without exploration; however, it
must be realized that some students are totally unsuited for rooming together. An individual
conference, followed by open discussion among all concerned, is the usual approach.
Introversion or extroversion
Extreme reticence may accompany academic achievement and fairly good adjustment.
Making no assumptions about the happiness of the individual, the staff member can try to
determine whether or not the student would like to join activities and could be helped in this
respect in a manner which does not make him or her feel self-conscious. On the other hand,
the individual who spends all of his or her time with others may be afraid to be alone. The
impact on the student's schoolwork is usually detrimental. Here, the staff member can help
uncover reasons and restore some balance between social life and individual
accomplishment.
Illness
Referral to University Health Services is a critical first step in helping a student manage any
illness, whether it is chronic or relatively new. Two possible complications are the emotional
complications mentioned elsewhere and the possibility of resistance of treatment due to the
desire to maintain a tough image or to avoid loss of time. You may even have to insist that
the student obtain treatment.
Religious concerns
These are usually problems of interpersonal relationships or of the search for identity and
security. In some cases, the best referral is to a counselor who can help a student clarify
their concerns and identify a plan to explore issues of religion or spirituality.
Representatives of the various religions can be helpful; they can acquaint the intellectually
interested person with various facets of all religions. They are also helpful in clarifying the
position of religion with respect to moral issues that are troubling the student who is
bewildered by his or her new freedom.
Contacting Peer Helping Resources
CD on-Duty 410-746-4959 University Health Services x52452

University Counseling Services x52472 University Police x55555
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Chapter 5:
Duty Coverage
The Emergency Response Guide
Specific information on how to handle emergency situations can be found in the ―Emergency
Response Guide‖, an appendix to your Paraprofessional Manual. In the event of any
questions, contact a Community Director.
RA Duty Hours
RA duty is from 7:00 pm to 7:00 am the next day, Monday through Thursday, and 24 hours
per day beginning at 7:00 pm on Friday until 7:00 am on Monday. In Harbor Hall and
Walker Avenue apartments there are TWO RA’s on duty at any given time.
In Erickson Hall, there is backup duty Thursday, Friday, and Saturday evenings, 10:00 pm
until 7:00 am.
On holidays and school closings, duty coverage is 24 hours. There are also certain
occasions where there is additional duty coverage. It may also be necessary to perform
extra duty coverage in the event of an emergency.
Special Event Coverage (additional coverage for safety and security reasons)
Halloween
Due to the additional activity on and off campus surrounding Halloween, your community
director will give you specific instructions for additional duty coverage on Halloween.
Quadmania
Quadmania brings lots of visitors and guests to campus and the residential community.
Additional duty coverage and staff presence is required on this weekend. Your community
director will give you specific instructions for additional duty coverage for Quadmania
weekend. Note: all RAs and DMs are expected to be on campus this entire weekend.
RA Duty Call-In
When they begin duty, Resident Assistants are expected to call in to their community’s desk
(and their sister desk, if they are in an apartment community). They should give their room
telephone number so that they can be contacted by their desk at all times. RAs should not
give their cell phone numbers as contact information while on duty.
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Sister Desks Pairings
West Hill - Susquehanna
Terrace - Chesapeake
Hillside - Patapsco
Walker Avenue - Potomac
Availability
When on duty, RAs are expected to be available in their rooms to respond to emergency
calls from their front desk. When an RA leaves their room to address a resident concern, go
on rounds, or take a meal break (see below), they must inform their desk that they will be
temporarily unavailable. The RA must inform the desk immediately upon their return.
Meal Breaks
RAs should arrange their schedules to eat dinner before going on duty. Whenever there is
24-hour duty, staff are allowed 30 minutes to eat brunch and 30 minutes for dinner. Unless
RA duty begins before the dinner meal is served on weekends, it is expected staff will have
dinner before reporting for duty. Leaving the community for late night is not permissible
unless coverage is arranged. RAs are not to leave campus.
Resident Assistant Duty Expectations
Being on duty means the duty staff member is:

present in his/her residence hall/apartment community on his/her assigned duty night
answering all calls on his or her phone and checking all phone messages immediately.
Staff phones should not be forwarded into Phone Mail or to cellular phones when on
duty.
giving job responsibilities priority over personal matters such as going to social events or
visiting with friends.
Duty Round Expectations
Going on ―rounds‖ – that is, touring your entire community – is a critical component of
Resident Assistant duty. Each Community Director will have his or her own expectations
regarding rounds. However, the following general standards exist and concerns should be
noted on duty rounds reports. Duty rounds reports are to be delivered to your CD’s mailbox
before 8:30am the first business day following your duty. (see appendix section, page 47)
Two rounds are completed per night; one before quiet hours and one after quiet hours
have begun. Three rounds are completed on the weekend; one before quiet hours and
two after quiet hours have begun.
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When going on rounds, your desk (or sister desk, if your desk is closed) should be
informed that you will be out of your room on rounds. There is no need to forward your
room phone to your cellular phone, as the desk knows that you are not available.
All policy violations should be addressed and information forms written. Remember that
documenting a situation does not necessarily mean that a resident will incur judicial
consequences – the information form merely documents your contact with the situation.
Facilities Concerns to Note During RA Duty Rounds
RAs can help maintain the residential facilities by noting the following during duty rounds:
Any obvious maintenance, housekeeping, or safety concerns.
Check fire alarms, fire exit horns, and fire extinguishers regularly to be sure they are in
working order and have not been tampered with.
Check trash collection and recycling areas for cleanliness following daily trash removal.
Check lounge kitchen areas for cleanliness and fire safety.
Be sure proper lighting is maintained in public areas, this includes stairwells in the
apartments and outside lighting.
Remove any obstacles from public walkways (bicycles, cinderblocks, etc).
Be sure fire doors and stairwell doors are not propped open and are shut and latched.
If necessary, call 5-FXIT for particular follow-up attention.
Duty During Break Periods
Walker Avenue Apartments and Potomac Hall, some floors in Harbor Hall and the
apartments do not close for Thanksgiving, Winter Session, and Spring Break. RA and MA
duty and desk coverage is required in each community during these breaks. Your supervisor
will assist your staff in developing duty schedules that provide this coverage during break
periods.
Community Director on Duty
The Community Director on Duty is to be available and accessible from 4:30 pm until 8:30
am Monday through Thursday and from 4:30 pm on Friday through 8:30 am on Monday.
When the Community Director is on duty, s/he must carry the duty cell phone, which must
be kept on during the entire duty period.
The Community Director on Duty should be contacted for the following situations:
Medical or psychological emergencies,
Any incident regarding drugs or drug paraphernalia;
Any incident in which the University Police are involved; or

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Any situation in which you, as a paraprofessional, are unsure of what the procedures
are and need consultation; and
The community director on duty has access to central office staff on-call for
additional consultation, if needed.
Maintenance Assistant On Duty
The Maintenance Assistant on Duty is to be available and accessible from 5:00 pm until
8:30 am Monday through Thursday and from 5:00 pm on Friday through 8:30 am on
Monday. When the Maintenance Assistant is on duty, they must carry a cell phone to
respond to emergency calls in the residential community. You can contact the Maintenance
Assistant on their room phone number after midnight.
Contacts from the Media
University Media Relations is responsible for responding to all inquiries from the media
(television, newspapers, radio, etc.). Residential Life staff is expected to direct all inquiries
from the media to University Relations at extension x5-6380. Residential Life staff will not
provide information or responses to the media. Contact your supervisor or the CD on Duty if
you receive any media inquiries of any type.
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Chapter 6:
Rights and Responsibilities

Philosophy of Managing Student Behavior
One of the primary goals of the residential community is to support and aid the personal
development of students. With that comes the development of personal responsibility as it
relates to behavior.
Upon choosing to live in the residence halls and apartments, residents agree to abide by a
certain set of expectations necessary for the safe, smooth operation of the
halls/apartments. These expectations are crucial to the development of a community
conducive to learning.
Specifically, residents are asked to assert their opinions when others infringe on their rights,
to work with staff and other residents to establish the necessary norms and standards for
living together, and to assist staff in their efforts to hold residents accountable to those
norms and standards they create and accept.
Goals of Staff in the Student Conduct Process
When a student allegedly violates a policy, the University staff member who meets with the
student has the following goals:
To educate the resident by explaining the reasons for the community standard;
To give the resident an opportunity to explain what has occurred and if his/her behavior
is appropriate;
To determine with the resident the reasons for his/her misconduct;
To help clarify the resident's values as they are related to the behavior in question;
To bring the resident's behavior into compliance with the community standards;
To help the resident consider in advance the consequences of his/her behavior;
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To assist the resident in making a more positive self-directed choice in enabling him/her
to assume later adult roles.
Understanding UMBC and Residential Life Rules & Regulations
Resident students are responsible to two sets of rules. The first is the Code of Student
Conduct. ―The Code‖ is a set of rules that applies to all UMBC students at all times, whether
on or off campus. The following ―Code‖ rules are those most frequently violated in the
residential community:
Rule 2: Behavior Which Jeopardizes the Safety of Self or Others
Rule 3: Misconduct Involving Alcohol
Rule 4: Misconduct Involving Illegal Drugs or Controlled Substances
Rule 10: Violations of Residential Life Policies, Rules and Regulations
Rule 16: Failure to Comply with a University Official
Rule 18: Aiding or Abetting Misconduct
For more information on, or to view the Code in its entirety, check the Student Judicial
Programs website: www.umbc.edu/sjp.
The second set of rules can be found in the ―Guide to Community Living‖ and represent
Residential Life’s specific rules and regulations, above and beyond those listed in the Code
of Student Conduct. The following Residential Life rules are those most frequently violated
in the residential community:
Noise and Quiet Hours
Health & Sanitation
Cooking & Appliances
Care for Facilities
Resident ID & Guest Sign-in
For more information on these rules, refer to your copy of the ―Rights & Responsibilities
Guide‖ pamphlet which you received at check-in, or the most updated version on the
Residential Life website: www.umbc.edu/reslife.
Confronting Student Conduct Concerns
One of the many roles of the Residential Life staff is to create an environment which fosters
the total growth and development of the student. To do this, we must safely confront
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students when their conduct violates the Code of Student Conduct or the Community Living
Guide. Failing to do so allows residents to continue to infringe upon the rights of others, and
creates the norm that misconduct is allowed or accepted.
Doing the following will assist you in confronting student conduct concerns:
1. If you have concerns about your personal safety or the safety of others you should
call University Police and the CD on duty for assistance. You are not expected to
confront a situation by yourself if you have concerns for your safety. You should
get help.
2. When a potential policy violation comes to your attention, you should proceed
immediately to the location.
3. If the situation involves a considerable number of people, it is wise to ask another

staff member or a University Police representative to accompany you. This will be
helpful in terms of support and to provide a witness to resolve questions
concerning what actually occurred.
4. Knock on the door and clearly identify yourself as a staff member. Tell the
student(s) why you wish to enter the room. Be discreet in what you say, as others
on the floor may hear you.
5. Ask the student's permission to enter the room. Occasionally, permission will be
refused. If this happens, again identify yourself and state your reason for wanting
entrance. If the student continues to refuse to allow you to enter, contact the CD
on duty. A paraprofessional staff member should never enter a student's room
uninvited.
6. Once in the room, again tell the student(s) why you are there and ask for
cooperation.
7. Indicate to the student(s) that an Information Form will be written (if applicable).
Everyone present in the room should be documented regardless of their
involvement in the incident.
8. Request identification from all present and make note of who is present.
9. Do not attempt to explain to residents what will occur after this incident. It is best
to let them know that your Community Director will review the Information Form
and that they will have the opportunity to talk further with them about the
incident.
10. A follow-up discussion regarding the incident should take place as soon as
possible after the situation. This should take place individually in a confidential
setting.
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11. Be courteous, polite, and firm. If you seem unsure of yourself, students may take
advantage of your indecisiveness. Avoid reprimanding a large group of students;
deal with them individually and preferably in private.
12. Be observant: make note of persons and their behaviors.
Completing an Incident Report
The Incident Report is designed to obtain information regarding events, which take place in
the residential community, not just conduct concerns that you confront. Any resident may
complete an Incident Report to document a concern.
Tips for Completing an Incident Report:
All information needs to be completely filled out in the fields of the online form. Be
careful to enter dates and times appropriately to avoid submission error.
The narrative should be written in the third person, including all names of individuals
relevant to the concern. Compose and finalize the narrative before you begin the
online form submission; this avoids submission timeout error.
Refrain from using ―judging‖ statements. Stick to the facts and let the CD determine
which students were responsible in the incident.
Be detailed! It’s better to have too much information than not enough.
Don’t assume that your CD will know about an incident or occurrence on your floor. If
you think that an Information Form should be written, write it! The CD can determine
if it needs further investigation.
Submit all incident reports through the online Incidents module to your Community
Director by 9am the NEXT BUSINESS DAY after the incident. Incident reports may
contain incidents that need immediate review or intervention from professional staff.
Incident Reports are confidential (this is including confidential from other staff
members)!
―The Life of an Information Form‖
After you have turned your detailed and completed Information form, there is still much to
be done in the process. Below is a guideline of the possible paths your Information Form
could take after it has been turned into the CD.
Violations of Residential Life Rules & Regulations
1. CD reviews completed Information Form.
2. CD determines which Residential Life policies have been violated, if any.

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3. If the incident is minor and a first time violation, CD will write a Policy Notification
Letter to the residents. ―PNLs‖ inform residents of what the objectives behind the
policies Residential Life upholds and encourages students to remain an active and
positive member of the community.
4. If the incident is more serious, or the students have been documented before, the
CD will request a Residential Life Conference with the student. RLCs are formal
meetings in which facts of the incident are reviewed and responsibility for the
incident is established. CDs will determine appropriate sanctions with the student.
5. If a student does not accept responsibility in their RLC, and the Community
Director feels that they are responsible, they will be referred to the Peer Review
Council. The PRC is a hearing board made up of three to five resident students. A
PRC hearing is more formal than a CD conference with witnesses allowed to give
testimony. A student may choose a PRC hearing instead of a CD meeting.
Serious Violations of Residential Life Rules or Violations of the Code of Student Conduct
1. CD receives completed Information Form for review.
2. The charged student will meet with the Community Director of that community
and, in serious circumstances, another staff member from the Residential Life
Office. This meeting is to determine the facts of the incident, as well as establish
responsibility to resolve the case. If the CD believes the student did not violate
the rule, they will rescind the allegation. If the student accepts responsibility, they
will receive a letter outlining the consequences of their actions.
3. If the student does not accept responsibility for violating the rules as outlined in
the information form and the CD does not agree to rescind the charges, the
student will go to the Student Judicial Board. The Board hears and resolves
cases, assigning consequences as needed. Board cases may involve witnesses,
including Residential Life staff. The decision of the Board is binding.
Tips for Rebuilding the Community After Conflict
Misconduct not only affects the individuals involved, but also the larger community. Below
are tips to helping you rebuild relationships and your community after conflict:
Remember that as an RA it’s your responsibility to stop behavior, not reprimand a person
for being ―bad‖.
Do not adopt a judgmental tone or use judgmental language when a conflict occurs.
Be open from the beginning in explaining your role as a policy enforcer.
Be prepared for misconduct. Incidents of misconduct will occur in your community at

some point. Also be prepared for residents to act differently toward you afterward being
held accountable.
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Be the bigger person! As a student leader you have a responsibility to serve residents
even when their actions conflict with our values. You are there to help them through this
process.
Incidents of Special Concern
While all incidents of misconduct at UMBC should be addressed in a consistent and fair
manner, there are two specific incidents that require specific procedures in every
occurrence.
Acts of Intolerance
An act of intolerance is an action that makes a person or group feel fearful, intimidated,
harassed, or otherwise uncomfortable due to bias or prejudice. Typically, acts of intolerance
are motivated around issues of race, ethnicity, sexual orientation, gender, physical or mental
ability, or religious beliefs. In the event that a Residential Life staff member becomes aware
of an act of intolerance, a Community Director must be contacted immediately. During
business hours, contact your CD or the central office. After business hours, contact the CD
on Duty. Residential Education staff will provide you further instructions for handling the
situation. If derogatory remarks are found written on university property or in other areas,
staff should cover it up and call the University Police right away so that it can be properly
documented.
Theft
Thefts and any suspected crimes or any instances of criminal acts, vandalism, personal
injury, threats, and disturbances, etc., should be reported to the UMBC Police as soon as
they are discovered. Generally, an officer will be sent to the scene of the suspected crime to
file a report, but sometimes the student will be asked to go the UMBC Police to complete the
report. An Information Form should be completed and given to the Community Director.
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Chapter 7:
Residential Operations
Room Change Policy and Procedure
Students who approach you about a room change should be asked about their concern or
conflict. You should contact your CD immediately to discuss the resident’s concerns. If
there is a conflict, your CD will assist you in developing a strategy for mediation and
resolution. If mediation does not provide a resolution your CD will make a determination
regarding a room change for one or all parties.
Room changes are available at any time during the semester with the exception of the first
and last two-week period of each semester. Room changes are last resort solutions in a
roommate conflict.
When a staff member is made aware of a student's desire for a room change, they
should make every effort to ensure that some form of mediation would not be a more
appropriate initial step.
If there is no resolution possible, the staff member should refer the residents to the
CD to begin the room move process. It is important for the staff member to notify
their Community Director of any issues that they are having difficulty mediating.
If a CD determines that a room move is appropriate, then the CD must identify an

open space. Alternatively, the student who wishes to move may be aware of another
individual who wishes to swap with him or her.
Resident Assistant Role in Room Changes
Your role in the room change process is to work with the students as a resource and
mediator. You will be expected to communicate with your Community Director about your
progress with the mediation.
End of Semester Room Change Process
An approved End of Semester Room Change (ESRC) allows current residents not presently
living together to make arrangements to live together and current students to receive a
different housing assignment before new housing assignments are made for incoming
spring semester students. Only current students interested in a specific space that they
know will become vacant at the end of the fall semester can request an ESRC. If students
are interested in an ESRC they must contact the assistant director of operations.
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Housing Licenses and Withdrawal
Students requesting to end their Housing License or withdraw from UMBC must make an
appointment to speak with the assistant director of operations. Students will be required to
provide documentation supporting their request and license release request form.
Improper Checkouts
If a student would like to leave and the CD has not received notification from Operations
that is approved, an ―Improper Checkout‖ form must be completed and the appropriate box
(unapproved) on the ―Improper Checkout‖ form marked. These students should also be
notified that they would be held to their Housing License until a Release has been granted.
This may mean that a student will pay for the semester even though they have physically
moved out of their assignment.
Room Selection – Informational purposes only
The room selection process takes place beginning in February. You will be trained on the
process and how you can assist students in making decisions about their room and
roommates for the following academic year.
Unapproved Checkouts
If a student would like to leave and the CD has not received notification from Operations
that is approved, an ―Unapproved Check Out‖ form must be completed. These students
should also be notified that they would be held to their Housing License until a Release has
been granted. This may mean that a student will pay for the semester even though they
have physically moved out of their assignment.
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Chapter 8:
Residential Facilities
General Care and Maintenance of Facilities
The care and maintenance of the physical facilities is an integral part of any residential life
program. The quality of the living environment has a direct impact on student perceptions
and their behavior. A clean, healthy, and safe atmosphere is necessary if the goals set by
both students and staff members are to be realized. Both on-going and emergency
procedures have been established to ensure the best possible physical environment within
the residence facilities.
Maintenance Assistants
Maintenance Assistants (MAs) are responsible for routine repairs, including but not limited
to:
Routine preventive maintenance inspections of all public areas
Simple repairs to doors and locks
Replacement of light bulbs and HVAC filters
Simple plumbing repairs to toilets and sinks
Monthly electric meter readings for the apartments
ABM Housekeeping
UMBC contracts with ABM Corporation for its housekeeping needs. Their employees are
responsible for the following:
Routine cleaning of public areas (lounges, lobbies, offices, stairwells,

hallways, and restrooms)
Maintaining floors, carpets, furniture, and windows
Trash removal and trash room cleaning
Major and minor cleaning of students' rooms during transitional periods
Non-routine and non-scheduled cleaning charges are billed to Residential Life.

If a non-routine cleaning or damage repair is prompted by student abuse, this
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cleaning or damage bill will then be passed on to the student. Students will
be billed for cleaning and damage discovered at check-out, considered to be
beyond normal wear and tear, with these charges being charged to their
student account.
UMBC Facilities Management
Facilities Management includes plumbers, electricians, and various other trades persons.
These people are under the supervision of the Director of the Facilities Management and are
utilized whenever the scope of work is beyond what MA’s can repair.
The FXIT System
The Facilities area operates a call-in system to report maintenance concerns. All
maintenance concerns should be called in to 5-FXIT. Voicemail messages may be left after
hours. Residents are requested to contact the line directly, as they may be better able to
describe the problem in detail.
Beginning in the Fall 2010 semester, residents will be able to submit work order requests
online. Instructions on this system are available at www.umbc.edu/reslife.
After Hours Facilities Concerns
MA Duty begins at 5:00 pm on weekdays and is 24 hours on weekends. If a non-emergency

facilities concern arises before MA duty begins, it should be called in to the MA as soon as
they begin duty. If the concern is an emergency and cannot wait until 7:00 pm, then the CD
on Duty should be contacted for assistance.
Paraprofessional Facilities Inspection & Documentation

Suite Condition Reports
Residential Facilities and community staff members track damages from resident rooms on
the Suite Condition Report. Prior to move-in, staff will conduct walk-throughs of each room
in their community assessing the condition of each room. During these inspections
paraprofessionals should be looking for the following:
Bedroom
Does the mattress have rips/cracks longer than 12 inches?
Are towel racks in every bedroom?
Bathroom
Does the toilet not flush?
Does the shower not work properly?
Is the toilet paper holder missing?
Kitchen (if applicable)

Does the refrigerator work (please note that you may need to plug them in and turn them
on)?
_____________________________________________________________________________________________
Does the microwave work (if applicable)?
Is the oven/stove excessively dirty (including stove drip pans)?
For all spaces (common area, bathroom, bedrooms):

Is there any missing furniture?
Is there any broken furniture (be sure to check drawers and chairs)?
What needs major cleaning (be specific)?
Are there lights that don’t work?
Are any light covers missing?
Are there any stains on the carpet larger than 1 foot?
Are there any burn marks on the carpet?
Are there any broken windows or windows that won’t close completely?
Are there any holes in the window screen? Is the window screen missing?
Are there any holes in walls/ceilings larger than a nail hole?
Do the blinds/shades need to be replaced?
Is the HVAC unit not working properly (when leaving be sure to set the temperature at 75
degrees with the fan on low)?
Are any smoke detectors missing?
Is the door lock broken?
Is the door damaged?
Are there any signs of water damage?
Your Community Director will provide further training regarding Data Entry of the Suite
Condition Reports and items that are specific to closings. For an example of a Suite
Condition Report, please refer to the Appendix.
Health and Safety Inspections

Health and Safety inspections are conducted on a schedule provided by Residential
Facilities staff. During Health and Safety Inspections, RAs are expected to:
Offer a MINIMUM of 24-hours notice of inspection, which should be prominently

posted.
Identify dates and times of inspection. For the most efficient inspections possible,
RAs should be making appointments with their residents.
RAs can enter unoccupied room if absolutely necessary, but it is not preferred (RA
should consult with Community Director in these situations). This RA should be
accompanied by another RA.
Note excessive cleaning and damage problems
Note hazardous situations/conditions
Note presence of pets
Note unauthorized equipment or property of University
Test smoke detector, not merely check red light
Allow maximum of three (3) days to correct - indicate on inspection form. If the
room’s condition is still unacceptable at the re-inspection, contact your CD to
_____________________________________________________________________________________________
determine whether the matter should be cleaned by housekeeping at resident(s)'
expense
Community Directors will randomly choose apartments and rooms to review to
ensure high quality in RA’s health and safety inspections.
Remember:
Safety and maintenance inspections do not authorize searches. Do not open
wardrobes, drawers, closets, or resident's personal belongings!
Report to CD in writing those rooms in which property is to be removed or charges
made.
Lounge/Lobby Checks
Public area furniture must remain in lobby or floor lounge
Public area furniture found in residents' rooms must be returned (charge per piece is
$25.00, regardless of who moves the furniture)
Public areas should be checked frequently for missing items
Post notice of missing items requesting return
Do not authorize private use of public furniture
Consult with your Community Director to determine the correct configuration of your
Study Lounge furniture.
Residential Life Keys

Care and Use of Keys
The proper care and use of keys given to staff for use in performing their duties is a major
responsibility of all Residential Life staff. Master keys should be monitored closely at all
times. They should remain in the building/community at all times and should never be
taken outside of the building/complex, which includes trips to the dining hall.
Key Cabinets
Each community has two key cabinets mounted in the desk area. One cabinet houses a
spare key for each room in your community. This cabinet is to be used by staff for lock out
purposes. The other cabinet is accessed by the Community Director only and is used for
opening, room changes and closing. A third cabinet is located in the CD’s office for ―special‖
keys that open community rooms, unlock equipment locks, and the like.
Lock-Out Procedures
It is important for all members of the staff to know lock out procedures. All students must
complete the key sign out on the back of their Resident Registration Card, which can be
found behind the desk. Identification should be verified every time before giving out any
key. Staff should confirm the identity of the student and that the student lives in the room
for which he/she is requesting a key. Keys should be signed in as soon as the resident
returns them.
Re-Coring Procedures
When a key is lost for any reason (including theft or being left in a known location), the
associated locks will be re-cored immediately with the cost being billed to the student. All
lost keys should be reported to each community desk. In the interim, students can check
_____________________________________________________________________________________________
out a ―lock out key‖ from the community desk or via the staff on duty in apartments.
Procedures for requesting a core change through 5-FXIT can be found in the Desk Staff
Manual.
In an extreme emergency and to ensure a student’s safety, temporary cores are available to
the CD on Duty. The MA on duty is able to assist with installation.
Desk Staff Responsibility in Lock Core Changes

During the 10:00 am – 12:00 pm SHIFT Monday-Friday
Call all residents with keys signed out the previous day reminding them that keys are due
at noon and make a note on the Resident Registration Card of the time they were called.
During the 12:00 pm - 2:00 pm SHIFT Monday-Friday

For each key checked out the previous day not yet returned by noon, fill out a separate
core change request form and submit to CD/ACD by e-mail. Once the CD/ACD reviews,
approves, and receives the form back from Facilities, she/he will return copy to the desk.
Desk Staff will file form in the Core Change Binder.
Loss of Staff Keys

Student staff members are responsible for all keys checked out to them as part of the
performance of their duties. Student staff must sign out all keys when they are first issued,
and should sign in keys on the same form when they are no longer needed.
Student staff are financially responsible for any key loss. Because the loss of staff keys may
also be a supervision issue, staff may be held accountable through warning, probation, or
other job action deemed appropriate by the Community Director.
Privacy and Entry Procedures
Residential Life is committed to the preservation of the privacy of residents and their
facilities. Paraprofessional staff members shall NOT enter a resident’s room except in the
following situations:
The staff member has identified themselves and has received permission to enter,
The staff member is completing a work order requested by the resident,
The staff member is accompanied by a Community Director responding to a potential
emergency, or
The staff member is in the process of conducting a health and safety inspection that
has been posted for a minimum of 24 hours before the entry (in this instance, it is
preferable that at least one resident of the suite is present).
In the event of entry, staff should leave a signed note indicating the room was entered and
for what purpose.
_____________________________________________________________________________________________
Students must never be loaned keys to spaces they do not occupy, nor shall a student ever
be granted access to remove items from another resident’s space.
General Maintenance
The staff should use these reports to monitor the hall/complex environment.
It is important to remember that several days may pass before some problems can be
corrected. If the Maintenance Request is of the nature that Physical Plant personnel must
handle it, an additional time lag may take place. If you believe a maintenance problem is
critical in nature and has not been resolved, contact Facilities Staff.
Vacuums
Vacuums are stored at each service desk. The desk area should be kept secure so that a
vacuum cannot be borrowed without the staff member’s knowledge and sign-out sheet
completed.
Staff should use the Equipment Checkout Record sheets for their residents when signing out
the vacuum. Sign-out sheets should be kept up-to-date and ID must be taken when signing
out the vacuum. Vacuums must be brought back in 30 minutes.
The staff member is responsible to check the vacuum before and after use to verify
condition and to determine if there are any missing parts. This includes running the motor a
moment to verify operation. The staff member is encouraged to have residents clean the
hair/string off the beater bar after each use.
RESIDENCE HALL DESK STAFF SHOULD ENSURE THAT, AT MIDNIGHT EACH NIGHT, ALL
VACUUMS ARE PRESENT AND ACCOUNTED FOR. APARTMENT DESK STAFF SHOULD
ESNURE THAT ALL VACUUMS ARE PRESENT AND ACCOUNTED FOR 30 MINUTES BEFORE
THE DESK CLOSES. MISSING VACUUMS MUST BE REPORTED IMMEDIATELY TO THE DM
AND CD.
Desk staff are responsible for keeping the vacuums emptied on a regular basis before they
get half full. The CD is ultimately responsible for the whereabouts of all the vacuums for
his/her building. As such, the CD will be held responsible for deciding who will pay to
replace a missing vacuum ($250.00) or repair a damaged one. Residential Life will not
absorb those costs.
Telephone Maintenance
All routine Maintenance Requests should be directed through the call-in system with the
Department of Information Technology (5-3838). As much information as possible about
the problem should be provided. Before any repairs can be made, a time must be
scheduled for the repairperson to enter the room to make the repairs when the resident will
_____________________________________________________________________________________________
be in his/her room. Residents are responsible for the service charge if no repair problem is
found.
Vending Machines
An outside vendor services vending machines. The Food Service/Campus Card

Administration Office, located in the University Center, issues all refunds.
Laundry Machines
The laundry equipment in the residence facilities is owned and operated by an outside
contractor. All refund requests are processed at residential facilities in the Residential Life
Office. Requests are then forwarded to Food Services for reimbursement. Laundry refund
forms can be obtained from each community desk or residential life.
Utility Bills
Each month when the University is billed for electricity, residents will pay the amount per
kilowatt hour (kWH) that the University is paying for that particular month. The amount will
vary depending on BG&E's seasonal rate charges. The meters are read by the MAs to
determine the kWH usage for each apartment. Utility statements will be posted to the web
as close as possible to the first of each month. Residents will be notified of their individual
monthly charge, but will be billed once a semester. Residents must pay their bill when they
are billed directly by the University.
Any resident who terminates the license prior to expiration will continue to be billed for an
equal share of utilities until the end of the month of the license release, or until the license
is assumed by another student.
Apartment Recycling & Trash Removal
Recycling and trash removal in the apartments is the responsibility of the residents. Both
single-source recycling and trash dumpsters near the complex are provided for this purpose.
Staff should be especially vigilant to have garbage removed and not let it accumulate
whether inside or outside the apartment. Residents should recycle glass, plastic, cardboard,
newspapers, and copy paper.
Failure by the residents to remove trash within 24 hours will result in charges to remove
same and possible administrative referral for failure to cooperate. It may become necessary
for the RA/MA or housekeeping to personally remove outside trash to avoid problems. If so,
the RA should submit an information form and the residents will be charged $25.00 per bag
of trash. A warning note should be sent to the residents regarding trash removal.
_____________________________________________________________________________________________
_____________________________________________________________________________________________
RA’s Chapter 9:
Leadership Development
As a staff member in the Residential Life Office, you now find yourself with a multitude of
responsibilities. Perhaps the greatest of these responsibilities is your commitment to
providing leadership and ethical role modeling practices to the residents of your community.
Your work in this area of your position will provide the greatest impact on your students.
Leaders vs. Role-Models
A ―leader‖ is a person who guides or inspires others through their actions, words, and role-
modeling behaviors. Being a leader doesn’t necessarily mean supervising or managing a
group of people. You will exhibit your leadership to your residents in a variety of ways, most
importantly through role-modeling the values of our office and UMBC.
Being a good role-model is not just about following the rules, it’s about showing students
actions and behaviors that contribute a positive element to our residential and campus
community. Resident Assistants have the challenge of constantly being in the view of our
students; living in this fishbowl you will be expected to represent yourself and our office in a
respectful and mature fashion.
Values
“Values” are a set of beliefs of a person or social grouping which they have an emotional
investment (either for against something). Your core set of values are the standards by
which you make your decisions. When you live your values, you are practicing integrity.
Living your values is one component towards leading a group of people.
The Residential Life Central Office staff has identified five core values in which strive to
accomplish in our work: Student Development, Communication, Being a Team, Safety, and
Commitment. As an office we work towards adhering to these values in our day to day
interactions with students, planning and implementation of programs, the development and
maintenance of our communities, and our work throughout the campus.
Ethics
―Ethics” are a set of principles of right conduct. These guiding principles can be developed
by an individual through both internal and external factors.
_____________________________________________________________________________________________
As a staff member you will inevitably find yourself in situations in which you must use your
ethics code to make tough decisions. The impact of the repercussions of these decisions
can often be great on those involved.
Ethical Principles and Standards for College and University Housing Staff
Association of College and University Housing Officers-International
The College and University Housing Staff Person….
1. acts with integrity, dignity and competence,

2. has a dual responsibility to both the resident and to the institution,
3. is committed to providing affordable, attractive, clean, comfortable and well-
maintained living environments that are responsive to the needs of present and
future residents,
4. has an obligation to understand the educational goals of the institution and to aid in
support and realization of these goals through residence hall programming,
leadership training, student governance, faculty involvement and sound fiscal
management,
5. accepts students as individuals, each with rights and responsibilities, each with goals
and needs and, with this in mind, seeks to create and maintain a community living
environment in which maximum (the most favorable) learning and personal
development can take place,
6. strives to establish an open and diverse residential environment that promotes the
appreciation and respect for difference,
7. provides a continuing program of development for all levels of departmental staff,
8. develops and maintains staff relationships in a climate of mutual respect, support,
trust, and interdependence recognizing the strengths and limitations of each
colleague,
9. develops lines of communication within the campus community so that programs,
policies, and procedures are mutually reinforcing, consistent, and operating in
support of the mission and goals of the institution,
10. plans and uses assessment tools and seeks other means of evaluation on a regular
basis to focus on continuously improving services, programs and procedures,
11. seeks to develop new knowledge as the basis for improved programs, policies, and
procedures and communicates the results through appropriate channels using
available media and technologies,
12. is committed to incorporating technology into the residential environment for the
benefit of residents and staff and identifying strategies to promote appropriate use of
technological resources.
13. believes in the educational value of ongoing development and encourages staff
members to attend appropriate meetings, trainings and conferences,
14. is aware of the political implications of housing as an integral part of higher
education and is obligated to maintain effective relationships with the outside
community so that programs, policies, and procedures are fully understood.
_____________________________________________________________________________________________
Appendix/Forms
_____________________________________________________________________________________________
What Would You Do?
An RA’s Guide to Behind Closed Doors after

Training
Situation #1
You have just finished confronting a party in one of the rooms in your community. All
residents were cooperative and have poured out all alcohol in the room down the drain. As
you are collecting IDs, you notice that several people in the room have given high school
identification cards as their form of ID. These students do not appear to be intoxicated, but
had admitted to drinking when you confronted the room. What would you do?
Identified Issue:
Steps Taken:
Resources Contacted:
Follow-Up Needed:
Situation #2
You are returning home from a night out with friends. You decide to swing by your front desk
to see if there’s anything in your mailbox. Upon arriving to the desk you notice that the Desk
Staffer who is working has slurred speech and smells of alcohol. You ask him if he’s been
drinking and he laughs, but does not give you a complete answer. What would you do?
Identified Issue:
Steps Taken:
Follow-Up Needed:
_____________________________________________________________________________________________
Situation #3
You and a fellow staff member are out to dinner when she begins to tell you about some of
the things going on her floor. You know that this staff member does not have good
relationships with her residents, but as she continues speaking you realize that she is letting
her residents get away with policy violations in order to improve her relationships with them.
What would you do?
Identified Issue:
Steps Taken:
Follow-up Needed:
Situation #4
One of your residents has approached you about their roommate’s strange behaviors. She
has noticed that she seems depressed all the time and has withdrawn from her friends on
the floor. Recently, she has started to notice that her roommate has cuts and scars on her
arm. Your resident is confused about how she can better help her roommate. What would
you do?
Identified Issue:
Steps Taken:
Follow-Up Needed:
Situation #5
You have recently had a new resident from another floor move onto your hall. This resident
informed you when he moved in that he was moving out of a room where he and his
roommate did not get along. After he moves in, your CD informs you that a new student will
be moving into the other space of that room. Two days later, this resident returns informing
you that he absolutely cannot live with his new person, that they are too different. You
suspect that this resident just wants to live by himself, but don’t have any concrete proof.
What would you do?
Identified Issue:
Steps Taken:
Follow-Up Needed:
_____________________________________________________________________________________________
Situation #6
You have just completed confronting a small party in an apartment in your community. As
you collect the identification cards, you recognize a name of a student who was recently
suspended and banned from the residential communities. The party is over, and all the
alcohol has been poured out, but you are certain that this student’s name is on the
restriction list for your community. What would you do?
Identified Issue:
Steps Taken:
Follow-Up Needed:
Situation #7
As you are completing your rounds, you find vandalism on one of your staff member’s
bulletin boards. Written across the entire bulletin board is the word ―Fag.‖ What would you
do?
Identified Issue:
Steps Taken:
Follow-Up Needed:
Situation #8
You walk by one of your resident’s rooms and notice that he has recently started collecting
signs both from on and off campus. Of these signs you see signs for the Dining Hall and
buildings on campus, as well as metal traffic signs. What would you do?
Identified Issue:
Steps Taken:
Follow-up Needed:
Situation #9
You are on duty on Thursday night and receive a call from a parent of a student in your
building. The parent is frantic because they have not talked to their student in four days.
They have been calling their room continuously that day and have not yet reached them.
They insist that you key into their room to find out if they are okay. What would you do?
Identified Issue:
Steps Taken:
Follow-up Needed:
_____________________________________________________________________________________________
Residential Life RA Rounds Report
Facilities Concerns
Community:__________________ Time of rounds____________________
RA Name:________________________ Date____________________________
Status:
What to check: Action: indicate action taken
indicate problem and location
General maintenance
concerns (leaks,
broken glass, etc)
Housekeeping
concerns (vomit,
smelly trash, recycling
overflowing, trash
overflowing, lounge
kitchens, trash on
balconies, etc)
Fire extinguishers
(are they present and
full?)
Safety Concerns: are
exit doors, desk
doors, roof access,
etc. secure and
functional?
Stairwells/balconies
clear of debris
(bicycles, furniture,
etc)?
Lights in
hallways/stairwells
functional?
Residence halls: fire
doors all closed and
functional?
_____________________________________________________________________________________________

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Resident Assistant Manual

History, Mission, and Ethics

Eventually, administrators developed a stronger commitment to learning experiences for

History of UMBC’s Residential Life Office

1970 Susquehanna Hall opens.

1971 Chesapeake Hall opens.

1980 West Hill Community opens.

1992 Potomac Hall opens.

1996 At least 50% of the residential community is designated to be non-smoking.

2005 Community Living Principles developed and implemented

2006 Exploratory Majors living learning floor open.

2008 Aspiring Teachers living learning floor open.

Residential Life’s Mission

providing clean, comfortable, safe, accessible, and functional facilities;

providing caring, high quality, and prompt delivery of service;

being purposeful in our involvement, development, and empowerment of all

Ethics for Student Staff Members

You Are a Person

You Are a Student

You Are an Educator

You Are a Representative

You Are a Mediator

You Are a Peer Helper

You Are a Leader

You Are a Motivator

You Are a Resource

You Are a Role Model

You Are a Policy Enforcer

You Are an Administrator

Human Resources Information

If the cumulative GPA falls below 2.50, termination will be automatic.

Prior living experience in residence halls or university housing preferred

Desk Staff, Office Assistant, and Courier Employment Requirements

If the cumulative GPA falls below 2.0, termination will be automatic.

Prior living experience in residence halls or university housing preferred

Informal Descriptions of Student Staff Positions

Community Building - participate and encourage community development functions;

Peer Helper - provide information; initiate referrals to various University services;

Programming - develop, assist and implement floor, hall or community programming

Liaison - act as liaison in explaining University policies to residents.

Administration - administer room changes; assist in opening and closing of residence

Maintenance - completing minor repairs in residence halls and apartments;

Administration - assist with check-in/check-out, opening and closing, submitting all

Staff Development and Training - participate in staff evaluation and training

Supervise desk operations.

Assist Community Director in selecting, training, and evaluating desk staff.

Schedule desk staff hours.

Monitor/compile payroll information.

Assist Community Director with opening and closing.

Monitor sign-in policy and follow up on violations.

Monitor condition of residence facilities.

Conduct bi-weekly staff meetings.

Manage key system

Operate community front desks.

Assist residents through the loaning of keys and equipment.

Sign-in residents and guests, in residence halls.

Assist with all check-ins and check-outs.

Compensation for Student Staff

Consistent with a philosophy of student development, Residential Life at UMBC employs

Desk Staff, Office Assistants, and Couriers - Hourly Pay

Paraprofessional Staff – Room, Board, Stipend, Utilities in Apartments

Student Staff Performance Evaluation