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Best Practices : Summer 2008

1. Introduction
2. Academic Support In The Summer College House
3. Your Role
   1. Overview
   2. Code Of Conduct
   3. Working With Co-Counselors
   4. Getting Ready
4. Arrival Day - What To Do
   1. Greet the residents as they arrive
   2. Hold A Floor Meeting
5. University Policy and Procedure Introduction
   1. Non-Discrimination
   2. Acquaintance Rape and Sexual Violence
   3. Alcohol & Drug
   4. Confidentiality
   5. Weapons/Firearms
   6. Noise & Confiscation
6. Student Development, Counseling, Discipline And Mediation
   1. Overview
   2. Offering Help
   3. Conduct & Misconduct
   4. Special Situautions
   5. Conflicts Between Residents
7. Building Operations
   1. Duty
   2. Housing & Conference Services Staff
   3. Lounges/Public Spaces
   4. Laundry & Change Machines
   5. Risk management
   6. Move in/Out
8. Most Frequently Occuring Emergencies
   1. Alcohol And Other Drug Possession/Consumption
   2. Lockouts
   3. Fire
   4. Noise Complaints
   5. Thrown Objects
   6. Medical Emergencies
   7. Facilities/Maintenance
   8. Crimes Against Persons
   9. Elevators
   10. Emergency Entrance Into A Student's Room
   11. Graffiti/Vandalism
   12. Property Theft/Breaking and Entering
   13. Security
   14. Sexual Harassment

I. INTRODUCTION

Welcome to summer.

One of the most important things to remember is during the summer we must operate in a slightly different manner to accommodate the transient and diverse community we serve. During the summer Penn plays host to several internal and external programs. It is indeed a diverse community with a great cross section of students, all various ages.

Please do not assume things are done the same way as the academic year. We attempt to structure living arrangements that are conducive to the age ranges and type of programming occurring across campus.

This enables you and CS to structure the type of support needed to ensure a quality experience for all.

II. ACADEMIC SUPPORT IN RESIDENCE IN THE SUMMER COLLEGE HOUSE

Summer House Dean
Summer Undergrads continue to have the support of a College House Dean who is always there to provide "first response" advice and support to students, referring them as necessary to the variety of academic advising resources offered by Penn's undergraduate schools. They are available to meet with students in the evenings and to handle emergencies at any time. Additionally the summer college house has the same RA/GA support system.

Information Technology
Life at Penn makes use of the latest innovations in web and e-mails technology, so for many of you the first step will be setting up a computer. Each College House has student Information Technology Advisors (ITAs) who provide the set-up help you need - and who continue giving support throughout the summer, whenever you have questions about computer technology. ITAs assist with software applications, troubleshoot hardware problems, and answer general computing questions. To learn more about ITA service, stop by your local computer lab.

III. YOUR ROLE

1. OVERVIEW

   The University community is composed of people who represent a wide variety of cultures, beliefs, and styles of living who come together because of their shared commitment to academic excellence. All students should be given respect, understanding, and a warm welcome into our environment. This is especially true during the summer given our further diverse population and cross section of ages. Summer staff members should respect and facilitate a sense of respect for persons of all backgrounds, regardless of religion, gender, sexual orientation, race, physical ability, culture or socioeconomic class.

   The lessons gained from this leadership opportunity will enrich each student’s academic and personal experience. Through educational programs, leadership, and role modeling, summer staff can support the academic mission of the University and influence positive changes in student behavior and attitudes. When necessary, staff members are expected to take charge of discipline, enforce the codes of student conduct, and to ensure the rights and responsibilities of all individuals living in residence.

   It is important that each staff member become thoroughly familiar with rules and regulations that govern students at Penn by reading and understanding your staff manual and this Best Practices Manual. The acceptance of employment with your summer program implies that a staff member will abide by the policies of the University and the Department and the terms of your signed letter of agreement.

2. CODE OF CONDUCT

   Please remember that you and your program will be interacting with other groups on campus in the College House. Summer staff members should conduct themselves in an approachable and professional manner at all times.

   At no time should a staff member violate or condone the violation of University policy. Staff members are expected to know and understand all policies that are applicable to their job and life as a University student. A staff member should be prepared to enforce policy and to report any policy violations when they occur.

   Confidentiality is essential in the maintenance of mutual trust. However, when a staff member learns that one of his/her residents has the potential of harming him/herself or others, it is the staff member’s obligation to report the condition to his/her supervisor. Never discuss a student or problem with another staff member where you may be overheard (e.g., dining commons, halls, restrooms, or lounges).

   Do not talk about or make disparaging remarks about other staff members and your supervisor with students nor allow students to do so in your presence. It is unprofessional and unacceptable to speak about working relationships with those who are not directly involved.

   Staff members have a significant level of authority on their floors. Authority should be used only for the betterment of communal life, and never for the wielding of power over others.

   Dating relationships among floor residents and staff members can be particularly threatening. Such relationships are governed by the University’s Sexual Harassment policies and are deemed to be unethical and inappropriate.

   It is not appropriate for staff to accept material gifts or money from their residents and/or families, except for small, incidental tokens such as birthday/holiday cards or group gift exchanges. Consult with your Program Leader if you have any doubt about interpreting this policy.

3. WORKING WITH CO-COUNSELORS

   1. Get to know your co-counselors during orientation. During meetings, unpacking, and free time, make the effort to share backgrounds, work styles, personality tendencies, priorities, goals, etc.
   2. Make sure you are all on the same page. Consistency is essential. Never make significant camper policy without consulting with our co-counselors and directors. Never countermand a co-counselor’s direction in front of others (unless there is some imminent safety risk involved). Talk through differences and find a common ground.
   3. Communicate assertively with co-counselors.
      • Assertive behavior involves legitimate rights as an individual to express your wants, needs, feelings and ideas. You deny your own importance when you do not express your needs.
      • The best way to get exactly what you want is to ask for it directly – whether it be to a co-counselor, assistant director or director. Indirect ways of asking may be misunderstood.
      • Assertive behavior is often misunderstood with aggressive behavior. On the contrary, assertion does not involve “winning the battle” or putting down another person. Expression does not come at the expense of others. Aggressive behavior provokes anger, resentment and even vengeance from others; assertive behavior is to communicate. Assertive behavior is relationship enhancing, in addition to self-enhancing.
      • Other individuals have a right to respond to your assertiveness with their own needs, wants, feelings and ideas. Respect their point of view.
      • An aggressive encounter with another individual may involve negotiating an agreeable compromise.
      • By behaving assertively, you open the way for honest relationships with others.
      • Assertive behavior not only includes what you say, but how you say it: maintain direct eye contact, maintain an erect body posture, speak clearly and audibly, do not whine or please, speak directly and firmly, and use appropriate timing.
   4. Avoid “Good Cop/Bad Cop” or “Top Dog/Second Banana” Counselors should share equally the responsibilities such as coverage, routines like clean up and curfew, setting and enforcing boundaries, dealing with campers’ problems, sorting out conflicts, etc. This is not to say that all counselors need to be clones; natural talents should be expressed. Some counselors will be more charismatic and “rah-rah”; some will work well quietly, behind the scenes. Some counselors will be able to motivate a group; some will work best one-on-one. Veteran counselors should utilize experience; new counselors should utilize a fresh perspective. Different styles should be complimentary. There should be no difference, however, in each co-counselor’s assumption of responsibility.

4. GETTING READY

   RELAX! Remember, you are not alone in your role…you are a part of a team whose job it is to support and help one another. Don't be afraid to ask for help. Don't be shy about asking returning staff members' questions about their experiences as a first-time staff member. These individuals have experienced the same anxiety you might be feeling. They are more than willing to help you because someone did the same for them a year or so ago! Plan ahead and stay focused. You must organize your academic, personal, and professional lives so that you will have the time and confidence to deal with situations as they arise.

   There are a several tasks you need to complete before your residents arrive and during the first several weeks. Upon completing the following list of things to do, you will be well on your way to a wonderful experience.

   Prior To Students Arriving

   Your Personal Life

   • Organize your own personal and academic schedule and plan your events accordingly.
   • Daily planners and large calendars are essential.
   • Tell your friends and family not to expect too much from you during this time

   Identify staff and students

   • Provide a roster of residents to each floor /building member.
   • Post the names of staff members with a brief explanation of what each person does and where s/he can be located and how they can be reached.
   • Place names on room doors.
   • Provide a chart with pertinent information about floor members (e.g., name, hometown, major). Leave space for them to write in additional information about themselves after they arrive. This information can be distributed to floor and/or House members.
   • Make an effort to create an atmosphere that says to your residents, "I'm a member here!" and "They expected me!" It also means a lot to parents, making them feel secure about the people with whom their daughter/son will be living.

   Identify Resources and the Environment

   • Make sure all of your bulletin boards are intact or that you have designated an approved posting area that is easily identifiable by your residents and the housekeeping staff.
   • Post important phone numbers and information on how/where you or the staff member on duty can be contacted.
   • Prepare a welcoming newsletter with information about Penn, the floor, and the building. This is a good way to communicate some of the expectations and plans you have for the building or floor.
   • Decorate your floors with informational posters and door decorations. (as per policy)

ARRIVAL DAY - WHAT TO DO

1. Meet the residents as they arrive

   When the residents move in, greet them and their parents. Help with their move and address any issues that require immediate attention.

   After that, begin to get to know them and let them begin to get to know you and your role. Don't hesitate to ask for someone's name again -- it is the only way to learn.

   Later, begin to strengthen your relationships by asking about others' interests and talents.

   Stopping by to talk to students and getting to know them will help them open up to each other. The more you know and remember about residents in your area, the less superficial your interaction will appear and the better overall summer experience they will have.

   Provide informal opportunities for interaction among floor/building members the first few days/nights on the floor.

   • Encourage residents who have moved in and settled to help others move in.
   • Introduce floor and building members to each other whenever possible.
   • Encourage residents to get out of their rooms and into common areas.
   • Plan activities for floor/building members to meet each other.
   • Make a special effort to visit each resident, and bring students from the far corners of the hall or another floor to programs and floor parties. Encouraging interaction among residents will pay off when it's time to plan programs and delegate tasks. Remember that some people may be shy and find it difficult to join in naturally, even when they want to participate. Approaching people on a one-to-one basis may help.

   Model the "community" behavior you would like to see in residents: cooperating, sharing, assisting others, respecting others, etc.

2. Hold A Floor Meeting
   Here's a suggested list to get you started
   1. Introduce yourself to establish your leadership. Personalize the meeting by telling them something about yourself (e.g., hobbies, habits, interest, background, etc.) And your academic interests.
   2. Do a warm-up exercise/ice-breaker to give people a chance to learn about one another.
   3. Describe your role and duties as:
      • Community Builder: initiates and supports activities and communication to build a community in the section on the floor.
      • Academic Role Model and Resource: models active participation of the academic life of the University and provides referral to program related resources.
      • Administrator: reports damages and security issues, is a referral source, and offers programming assistance with roommate conflicts, etc.
      • Disciplinarian: reports violations and assures that an atmosphere conducive to academic pursuits and personal civility is maintained.
   4. Review Expectations
      • Of you (e.g., respect for privacy, help with problems, availability, confidentially, etc.)
      • Of residents (e.g., respect for others, rules, and property; involvement levels, etc
   5. Explain the College House system: During the academic year and how the summer has some of the same aspects.
      • Faculty Master
      • Faculty Fellow(s)
      • Senior Fellow(s)
      • Faculty Associates
      • House Dean
      • Graduate Associates (GA)
      • Resident Advisors (RA)
      • Managers
      • ITAs
      • Administrative/Program Assistants
   6. Describe house facilities through a tour
      • Public Space(s)
      • Dining Areas
      • Laundry Rooms
      • Lunges, study areas, classrooms
      • Computer rooms
      • Commissaries
      • Vending Machines
      • Mail Rooms
      • Trash Disposal (Bins, Shoots, Recycling)
   7. Services – details to be found in the policy manual
      • Lockouts
      • Mail/Package delivery
      • Housekeeping service
      • Maintenance procedures
      • Staff member on duty system
   8. Community Standards – details to be found in policy manual
      • Roommate relationships: They do not have to be best buddies with their roommates to have a great experience and live well together.
      • Community living: guests, hall mates, harassment
      • Noise policy
      • Quiet hours
      • Sports policies - indoor and outdoor
      • Vandalism
      • Pets
      • Bicycles and motorbikes
      • Lounge furniture and equipment
   9. Safety and Security– details to be found in policy manual
      • Role of University Police and Special Services
      • Off-Campus Safety
      • Escort and Penn Bus Service
      • Security and emergency procedures:
      • Security monitors, systems, policies, personnel
      • Locking doors at all times
      • Report strange or unusual behavior immediately
   10. Fire Safety– details to be found in policy manual
       • Tampering with fire equipment
       • Fire exits
       • Alarms
       • Fire Drills
   11. Alcohol and Other Drugs– details to be found in policy manual
       • University Alcohol Policy
       • State and local laws and your role in upholding them
       • Drug and Alcohol Resource Center

V. UNIVERSITY POLICY AND PROCEDURE INTRODUCTION

1. Non-Discrimination
   The University of Pennsylvania values diversity and seeks talented students, faculty and staff from diverse backgrounds. The University of Pennsylvania does not discriminate on the basis of race, sex, sexual orientation, gender identity, religion, color, national or ethnic origin, age, disability, or status as a Vietnam Era Veteran or disabled veteran in the administration of educational policies, programs or activities; admissions policies; scholarship and loan awards; athletic, or other University administered programs or employment. Questions or complaints regarding this policy should be directed to: Executive Director, Office of Affirmative Action and Equal Opportunity Programs, Sansom Place East, 3600 Chestnut Street, Suite 228, Philadelphia, PA 19104-6106 or by phone at (215) 898-6993 (Voice) or (215) 898-7803 (TDD).

2. Acquaintance Rape and Sexual Violence

   Introduction
   “The University of Pennsylvania seeks a safe and healthy environment for all community members and visitors. Thus, Penn has developed the following policy on acquaintance rape/sexual violence to set forth definitions; to reaffirm Penn’s commitment to providing resources and processes for prevention, education, support, reporting, adjudication, and protection from retaliation; and, to identify the range of sanctions. The University will also provide multiple access points for collection of information about incidents and a clear process for dissemination of acquaintance rape/sexual violence statistics to the community.”

   Definition
   “Acquaintance rape is a form of sexual violence. For the purpose of this policy, acquaintance rape/sexual violence is defined as any act in which a member of the university community forces another with whom he or she is acquainted to engage in sexual activity against her or his will or without her or his consent. Assent shall not constitute consent if it is given by a person who because of youth, mental disability or intoxication is unable to make a reasonable judgment concerning the nature of-or harmfulness of-the activity. This policy applies to groups as well as individuals.”

   Intervention
   “The University of Pennsylvania will provide resources to support victims/survivors, will utilize University fact-finding and disciplinary procedures with appropriate jurisdiction, will publish annual statistics on incidents of acquaintance rape and other forms of sexual violence, and will provide comprehensive education for the prevention of sexual violence including acquaintance rape at the University of Pennsylvania. Incidents reported to the appropriate departments will be addressed promptly and will be treated confidentially. In addition, the University will, as appropriate, inform members of the Penn community when an incident has been so reported. The procedures which implement this policy will take into account the need to investigate charges which may be filed and the right to confidentiality of all involved parties. When appropriate, after an incident occurs, outreach and support to faculty, students and staff affected by the particular incident will be part of Penn’s response. This support may include release time, leaves, or other accommodations.”

   A summer staff member's role in acquaintance rape and sexual violence may vaary from case to case. Some victims may want to press charges, while others may only want or need professional help. The staff member shoul be aware of the University's sanctions and resources in order to assist any student in need of support.

3. Alcohol & Drug

   Use of Alcohol
   “The University of Pennsylvania seeks to encourage and sustain an academic environment that both respects individual freedom and promotes the health, safety and welfare of all members of its community. In keeping with these objectives, the University has established the following policy governing the possession, sale and consumption of alcoholic beverages by members of the University community, and conforming to the laws of the Commonwealth of Pennsylvania. Penn’s alcohol policy and programs are intended to encourage its members to make responsible decisions about the use of alcoholic beverages, and to promote safe, legal, and healthy patterns of social interaction.”

   Policy: The University’s Alcohol and Drug Policy conforms to Pennsylvania state law. It is illegal for a person under the age of twenty-one to purchase, consume, possess, or transport any alcohol, liquor, or malt or brewed beverage. The University permits lawful keeping and responsible consumption of alcoholic beverages on its property by persons of legal drinking age (21 years or older). However during the summer, given the diverse community, Conference Services does not allow any alcohol.

   “In cases of intoxication and/or alcohol poisoning, the primary concern is the health and safety of the individual(s) involved. Individuals are strongly encouraged to call for medical assistance for themselves or for a friend/acquaintance who is dangerously intoxicated. No student seeking medical treatment for an alcohol or other drug-related overdose will be subject to University discipline for the sole violation of using or possessing alcohol or drugs. This policy shall extend to another student seeking help for the intoxicated student.”

   In addition to sanctions imposed by federal, state, or local authorities for violations of any of the above mentioned laws, any University student or employee who violates this policy may be subject to the University’s disciplinary sanctions, ranging from disciplinary warning to expulsion as provided by the University’s disciplinary codes.

   Drug Abuse
   “The University of Pennsylvania prohibits the unlawful manufacture, distribution, dispensation, sale, possession or use of any drug by any of its employees in its workplace, on its premises or as a part of any of its activities, or by its students. This policy is intended to supplement and not limit the provisions of the University’s Drug-Free Workplace policy.”

4. Confidentiality
   Please refer to your program’s policy regarding parent relations

5. Weapons/Firearms
   “Possession, storage or use of a firearm of any description (including but not limited to, air rifles, airsoft guns, paint ball guns, pellet guns, pistols, ammunition, gunpowder, etc.) in University of Pennsylvania residences is prohibited and subject to immediate termination of the Occupancy Agreement and removal from residence as well as, judicial action and criminal prosecution".
   
   In addition, possession, storage or use of a dangerous weapon (including but not limited to clubs, dangerous knives, martial arts weapons), dangerous chemicals, explosive devices of any description (including but not limited to fireworks, regardless of size or type), incendiary devices specifically modified to be used as weapon, hunting equipment, and other dangerous articles, weapons, or substances, and the use of Bunsen burners in University of Pennsylvania residences is prohibited and subject to immediate termination of the Occupancy Agreement and removal from residences as well as, judicial action and criminal prosecution.

6. Noise & Confiscation
   As stated in the Policies and Procedures, “excessive shouting, disruptive behavior or the playing of stereos, musical instruments, radios, televisions, etc., at loud volumes is prohibited in the residences at all times.” Annoyances should be discussed with the person(s) creating the disturbance and/or the residence staff. If after reasonable warning a student persists in creating excessive noise, administrative or judicial action, including but not limited to confiscation of equipment, fines, or disciplinary room changes, may be taken.

VI. STUDENT DEVELOPMENT , COUNSELING, DISCIPLINE AND MEDIATION

1. Overview
   Keep in mind that what you read here is intended as a guide. Individuals' experiences vary and are influenced by such factors as gender, cultural/ethnic background and socioeconomic status. As a staff member, you are expected to work with residents in a way that facilitates and enhances their growth and development, as well as your own. Understanding developmental stages and some of the issues and concerns that they elicit are useful in your role as a peer counselor, advisor, and mediator.
   
   Signs that development is proceeding:
   • feelings of homesickness during the first few weeks of school
   • taking advantage of opportunities to meet people
   • exploring interests by pursuing a variety of activities
   • testing the limits: checking to see if the rules can be broken
   • developing a study schedule
   • resisting "guidance" by adults and older students after the first few weeks
   • finding a peer group
   • realizing that other students are also bright and capable
   
   
   Trouble signs
   
   • social withdrawal
   • persistent feelings of depression and unhappiness
   • latching onto anyone in order to have a friend
   • frequent drug/alcohol use
   • avoiding school work, procrastinating
   • rigidly studying while not absorbing anything
   • linking self esteem to academic performance ("I'm no good if I don't get an “A”)
   • unable to set aside time for social activities and rest

   What Do You Have To Offer As An Individual And Staff Member

   1. Commitment to the role: The sign on your door says “Summer RC or staff”, so you have chosen to be your residents' first resource. You also know that your program leader and other staff members have made a commitment that depends on your involvement in a team effort to enhance the lives of students. Other staff members rely on and reinforce your commitment.
   2. Personal values: Not every person can be a summer staff member. You possess certain qualities that are useful for the important work of student development. You were hired because you are willing and able to work with students and be an appropriate role model.
   3. Using your experience effectively: You know what it's like to be a student with questions and concerns because you've been through it yourself. This is a blessing and a burden, for you must choose your words carefully and realize that your way of solving a problem is not necessarily the right one for another person. Experience is a useful guide to the peer counselor offering an individual a new perspective on how new situations may be approached.
   4. Objective outlook: A student who is overwhelmed with many demands on his or her time may need help sorting out activities requiring immediate action from those that can wait. Your objectivity will allow you to be a sounding board, a person who can listen to each concern, encourage the student to elaborate on the costs and benefits of various actions, offer advice, and step back when the student needs room.
   5. Collective skills of the staff: those of others will enhance the strengths of each staff member, and the weaknesses can be minimized through training and experience. Consultation with staff members will help you maintain an objective outlook and provide support during the year.

   What Are Your Limits?

   Why did you take this job anyway? There is certain to be at least one time during the summer that you will ask yourself this question, so it is a good idea to spend some time thinking about it now. Prestige, skill development, a desire to help others, financial concerns, and a need to belong, can all be reasons for becoming a staff member. You say that your primary reason for taking the position was an interest in exercising your skills, but what about the reasons you do not express? Most people like to help others, have her or his advice followed, be looked up to, and belong to a group - it all is immensely satisfying. But it can also interfere with one's ability to be objective and offer advice that is appropriate to a student's situation. Your biases, developed from prior experience, are incorporated into your advice and can limit its effectiveness. As you become aware of your biases you can learn to balance their influence and become more objective as an advisor.

   What can you do? We cannot be all things to all people, and even though the staff job description says you are expected to do many different things, some will be difficult for you to accomplish. It all depends on who you are. An exchange of skills, information about interests, prior work experience, and academic pursuits is an important staff activity. The more you know about other staff members, the more you will be able to serve your students.

   Where Do You Begin? Listening Skills

   Students may come to you, or you may find yourself in someone's room when an innocent question is posed that leads to a more involved counseling session. You don't need to be a psychologist to be helpful to another student, but you do need to learn how to listen to what that student needs. Listening attentively to another person is a skill you can develop with practice and is a major component of peer counseling. It requires that you listen to what is said, how it is said, what is omitted, and what is needed to resolve the problem. The goals of listening - and of peer counseling - are to help a student assess what the problem is, to consider various options for resolving it, and to utilize appropriate and available resources in the resolution.

   One of the first steps toward successful peer counseling is to make sure that you're available to listen. Unless a resident is asking a simple question that requires a straightforward response or a bit of information, you should demonstrate concern for the student by inviting him/her to your room (leave the door slightly open) or another quiet place to talk. You will also want to be sure that you have time to talk that is free from distractions and disruptions. If you know you have to leave for athletic practice in ten minutes, for example, perhaps it's better to tell your resident at the start instead of saying "gotta go" just as he or she is getting comfortable speaking. Let him/her know when you'll return and agree on a time to meet. If the resident is upset and can't wait until later, you can either decide to be late for practice or ask whether talking with your supervisor would be helpful. Whatever choice you make, the important thing to communicate is that you take the resident's concern seriously and you will make every effort to help.

   Once you have established a comfortable place for talking, explore the nature of the problem and assess the level of your resident's concern. Is the student: (1) calm, asking an easy question, in need of accessible information, stopping in to chat; (2) concerned about a problem for which an immediate referral is appropriate; (3) agitated, and knows why; (4) agitated, but unsure why; (5) in a clear state of anxiety or panic? Allow the student to begin with an explanation before you start to ask questions.

   Use reflective statements to encourage your resident to talk and to determine whether you are getting an accurate picture of what he/she is trying to tell you. A reflective statement summarizes not only what the resident has told you, but also how he/she has told you. Some examples of reflective statements are:

   "You seem really upset. It's usually helpful to talk things over."
   "You sound down. What's going on?"
   "You mentioned that you don't think you passed your Econ exam and you sound really worried."
   

   While the resident is talking it is important to let him or her know that you understand and are following along. A reflective statement is one way to do that, but nonverbal acknowledgments are also useful. Making eye contact, nodding your head, leaning forward in your seat, or saying "uh huh" are all ways of letting your resident know that you are listening.

   Once you and your resident have come to an understanding about the nature of the problem, you both need to determine what would be most helpful to him/her. Does he/she need a listening ear, information, referral to a service on campus, or is the problem more complex - a roommate dispute, personal crisis, academic concern, or illness? What does your resident hope to accomplish by talking with you? By listening carefully you'll hear what he/she thinks might help.

2. Offering Help

   Orientation will help you develop your skills in discussing difficult topics, such as racial issues, sex, and alcohol and drug use. However, there are some basics you should keep in mind:

   DO

   • Help your resident to consider options for resolving the problem. Objectively suggest a couple courses of action based on your assessment of the situation.
   • Know the resources on campus where a student can access information or other help.
   • Use your own experience with a similar problem as a guide.
   • Stay connected with the student after your initial conversation. Find out how things are going a couple days after your meeting.
   • Keep the substance of your conversation confidential. (If you deem that the student is in immediate danger of hurting himself or others, contact the Program Leader or RDO, immediately.)
   • Help as much as you can. An honest appraisal of the situation and your ability to be of assistance is half of the work. Do not take on a situation by yourself with which you are uncomfortable. Ask another staff member or your Program Leader to assist you. Talk with the student, offer some advice to calm upset nerves, and then ask if you could bring someone else in to the discussion. It is at this point very important that you know the strengths and weaknesses of your other staff members. A staff member who has spent the past three years as a hot line counselor may be better able to help a student upset about a personal crisis than one who has worked as a production manager for a series of plays. Each staff member has skills to offer that are valuable, so find the right one for the situation and share your skills with your colleagues.

3. Conduct & Misconduct

   In a College House, "good conduct" is defined as behavior that enables students to pursue their academic and social lives without disruption. Studying, attending parties, participating in sports, interacting with roommates, working, etc., are "normal" activities students pursue and involve a wide range of behavior. Everything in a student's life does not always flow smoothly, and when you have so many people living in close proximity, everyone is not engage in the same types of activities or moving in the same direction at the same time. It is inevitable that conflict will occur.

   Misconduct occurs when behavior violates the well being of anyone in the community. Excessive noise or music that continually disturbs the academic and social lives of others, vandalism to private and University property, and throwing objects from buildings, are examples of misconduct. Sometimes misconduct is nothing more than becoming too rambunctious, too noisy, or too aggressive in a recreational activity. At other times, it can be a more disruptive form of behavior based on anxiety, frustration, dislike/prejudice, or some other source of internal conflict. Whatever the source of misconduct, the expectation of your program and the University is that frustrations will not be acted out on other community members.

   This section contains a set of considerations and reminders that will be useful to you during discipline situations. Your response to these events will be as varied as the situations. Add your own notes from Orientation sessions and share effective methods of discipline with your colleagues.

   The Importance of Maintaining Good Discipline

   There are many reasons that "discipline" is necessary, though the word brings with it negative connotations. Here are three important reasons:

   • Discipline ensures the safety and security of residents. Activities such as pulling a fire alarm when there is no fire, throwing objects out a window, playing with fire safety equipment, fighting, and other destructive acts affect the well-being of residents.
   • Discipline helps enforce community norms. In this case, discipline is a "maintenance" activity. It is unlikely that ten students, much less fifty, will agree on exactly what behavior is or isn't acceptable. Your role as a mediator will reduce friction and enhance cooperation. You must remember that while your residents have some flexibility in determining acceptable behavior in their residence, the University defines the basis of all community norms, not by the majority of residents in your area.
   • Discipline allows for the development of values. The values you hold determine your behavior. The staff member is a teacher, role model, and student all at once. You can share your wealth of knowledge with others actively as a teacher, and passively as a role model.

   A rewarding aspect of discipline, and every part of the staff member position, is that you will be able to watch students, other staff members, your House Dean, and other College House staff work effectively with each other. Their behavior may influence your actions and help you learn many things about yourself.

   Maintaining Good Conduct by Stating and Discussing Norms and Expectations

   You can avoid problems by establishing some initial expectations, and discussing the rights and responsibilities of residents at the first floor meeting. This, however, is not simply a one-time proclamation of norms. You will have to remind your residents of behavior expectations throughout the year. Such reminders need not be accusations or reprimands, but incorporated as a regular part of floor meetings and educational programs. This discussion will also occur with student government members and building staff. Such discussions may include:

   • An explanation of acceptable and unacceptable behaviors and reasons why: For instance, people may not realize the harm in expelling a fire extinguisher until they understand that, in the event of a fire, an empty extinguisher is worthless. The act itself is dangerous in that the chemicals expelled by the extinguisher, while airborne, look like smoke. Seeing this smoky substance can lead to panic among residents and cause injury.
   • The need for residents to communicate disturbances and behavior expectations among themselves: A classic example is loud stereos - floor members should feel comfortable approaching others and being approached about turning a stereo down, with the understanding that others may be sleeping, studying, etc. Residents should learn that they don't always need you to speak for them when a disturbance arises. A part of being in a community is assuming some responsibility.
   • What residents can expect from you in terms of intervention: Let them know what the consequences are for certain types of action and behavior. They should know that the report and reprimand for an incident does not stop with you and that continuing certain types of behavior can lead to removal from on-campus residence.

   Guidelines for Handling Misconduct

   The guidelines for handling misconduct are designed to ensure the following:

   • Documentation of all misconduct cases within residences on the online Incident Report site.
   • Regular reporting of all documented incidents to the professional staff
   • Appropriate intervention and follow-up by the paraprofessional and professional staff of a House/Department
   • Proper investigation of charges
   • Professional staff make decisions about jurisdiction
   • Victim awareness of support services
   • Due process for all involved
   • Timeliness

   When you see an incident, receive a complaint, or otherwise become aware of a situation needing intervention, you should:

   1. Investigate and collect information

   • Are there witnesses?
   • What are the facts?
   • Get documentation: times, places, names, witnesses, where do those involved live, etc.

   2. Notify residents of the concern:

   • Get their story - what did they do and why.
   • Tell them what information you have about the incident and what the problems are with their particular actions.
   • Get other information - condition and number of students involved (e.g., possible intoxication, extremely angry, listless), preceding events, mitigating factors, effects (e.g., damage, injury).
   • Apprise individuals involved of possible consequences and impact of incident; let them know of possible disciplinary action.
   • Minor problems can usually be resolved by discussion with the resident.

   3. Document the incident and inform your House Dean

   • Incident Reports should be submitted for each case of misconduct reported or observed within residences. ALL DISCUSSIONS among you and the residents in your area that pertain to unusual behavior and discipline must be detailed in an Incident Report and the duty log.
   • Inform your House Dean (or RDO if necessary) of action taken and recommendations for follow-up.

   Addressing Problem Behavior

   One of the most anxiety-producing situations occurs when a staff member addresses a student's complaint about someone else's behavior - loud music, offensive language, or a too restrictive attitude about others' freedom to be rowdy - and needs to respond. Here are some tips that can make you feel better prepared to step into the situation while maintaining self-control:

   • Find out the exact nature of the situation.
   • Know the facts regarding the behavior you are confronting. Don't make assumptions first and find out what really happened later.
   • Be careful; don't overreact.
   • Make sure you know your position - be familiar with the Occupancy Agreement and College House policies.
   • Let the complainant know that you will be investigating both sides of the problem and that you will be speaking with the person(s) accused of causing the problem.
   • Never accuse someone of an act before you have heard the other side of the case. The story may be that George screamed at Jim - but only after Jim put all of George's underwear in his refrigerator. Make sure that when you approach the alleged offender you know the specifics of the complaint.
   • Always give the person a chance to tell his/her side of the story - try to determine whether a student has done something unintentionally rather than maliciously; be attentive to possible motivations for behavior (e.g., stress or anxiety for whatever reasons).
   • If you do find that the student is responsible, be specific and clear in your concern. Specify what behaviors are causing others a problem (e.g., damage, rowdiness). Specify behaviors that may result in disciplinary action, but also social isolation, personal inconvenience, etc.

   Try to be calm, simple, and direct. Don't let your anger get the best of you, even if a student is uncooperative or it is 3 a.m. and you have a big exam/paper approaching. Your first priority is to stop problem behavior. In-depth discussion of the situation may not be effective until later on, or the next day.

4. Special Situations

   What if it's someone with whom you have a good/bad relationship?

   • Remember, this is a constructive interaction: you need to deal with the facts and attend to the immediate situation.
   • Make the confrontation objective. Focus on the facts and the person's behavior.
   • How does your relationship with the person affect this interaction? Are you drawing a hard line because you don't like the person? Are you downplaying a serious incident because you want to be lenient with someone you like? Consider how biased reactions will affect your abilities as a leader. What about how the person sees you?
   • Be aware of your own values and prejudices, particularly when dealing with residents you don't know. Be aware of how a person's appearance, attitude, race, sex, or some other characteristic may influence your reactions and how you respond to the situation.
   • Be open to further involvement with the person on a constructive basis.

   What if a large group of people is causing a problem?

   • Avoid confronting an entire group at once, especially if you are alone.
   • Make sure to identify yourself as a staff member.
   • Call for assistance from other staff. If the group (or an individual) is threatening, call University Police. Don't place yourself in jeopardy.
   • Try to separate individuals, particularly leaders, from the scene. Ask them to step aside and explain what's happening.
   • Avoid confronting an individual in front of a large group.
   • Stick to the issues. Deal with the facts, not what happened last week, or how much students pay to go to Penn. Your concern is the immediate behavior and its consequences.

   What if you think someone has been wronged

   • You may discuss restitution (if necessary) with the people involved in the situation. (Your supervisor will be involved in any final decisions about restitution. S/he may want to contact other full-time staff before making a final decision.) You need to do something to ensure that person "A" will no longer bother person "B". Often a talk with both parties will help; often a misunderstanding of words or actions is the problem.
   • Never threaten someone with a particular sanction. Tell the student that your supervisor will be in touch with him/her to discuss the situation. Always consult with your supervisor about consequences, especially if the situation is a serious or unusual one.
   • Consult with your supervisor if you are not sure how to proceed. This advice can steer you in the right direction, offer a different perspective, and acknowledge correct policy and procedures.

   What if the student resists or questions your authority: "But who are you to tell me what to do?" 
   Ever heard that one before? You may have said it to a sibling, parent, or friend a thousand times. Some students may take the same approach, so it will help greatly if you have a strong sense of leadership and responsibility. You live with the students, know most of them, reasonably well, are under the same academic pressures, have "been there before," etc. The way you present yourself will help or hinder your effectiveness. You are not an interrogator, prison guard, or department "underling" who only follows orders. You are an advisor, counselor, and designated arbitrator and mediator of disputes.

   Discipline is not easy. It can be confusing, frustrating, and time-consuming because it involves growing up, making adjustments to new life-styles, and learning to tell others that they should not behave in a certain way.

   THE BOTTOM LINE IS THIS: DON'T IGNORE A PROBLEM! An unresolved situation or unanswered complaint often comes back to haunt you.

5. Conflicts Between Residents
   Many of the problems for which residents will seek you out concern their relationships with other people, usually a roommate. Disputes that start out as simple misunderstandings can quickly escalate into stand-offs unless residents have an opportunity to talk. Try to get your residents to resolve the problem themselves. If they can't seem to work things out, offer your assistance. You can be helpful by acting as a mediator between the two parties. The goal of mediation is to help the residents resolve a problem in a way that meets with the satisfaction of each person.

   A Staff Member as Mediator

   Mediating among several disgruntled residents is not high on anyone's favorite list of activities. You will, however, be called upon to settle disputes. Employing the following advice on conflict mediation will aid you in resolving conflicts so that all parties know that they have been fairly heard and understood:

   • Never take sides. This means that you should not become the decision-maker. Never make judgments based on only one side of the story. When necessary, you may ask questions for clarification.
   • When possible, employ a strategy of WIN-WIN to resolve conflicts. It is almost always possible that each person can walk away feeling that s/he has have made his/her feelings understood and "won" at least part of the conflict.
   • Help to assure that each person's personal integrity is maintained. It is never acceptable to have one person feel debased or humiliated. This simply lays a foundation for greater hostility and is not an adequate resolution to conflict.
   • Get conflicts out into the open. It is better to get residents' conflicts out in the open where they can be confronted, rather than to keep the hostility bottled up and have persons react negatively to each other without adequate explanation.
   • Be aware of barriers to conflict resolution. Defensiveness, put-downs, judgmental reactions, gamesmanship, manipulation, discounting, aggressive attacks, and other similar types of behavior are barriers to communication and counterproductive in the resolution of conflicts.
   • Do not escalate conflicts by involving more people than necessary. Resolve conflicts at the lowest possible level between the individuals who are directly involved. When too many people are involved, some individuals become overly concerned with maintaining loyalties and are hence, less interested in resolving the conflict.

   The Mediation Process
   Mediation is a process and it sometimes may take more than one discussion before a situation is resolved. The following are some steps to take to successfully mediate a conflict:

   • Commitment: Before beginning, make sure that each side understands the mediation process and is willing to use it as a means of resolving their problem.
   • Meeting: Arrange a meeting at a mutually convenient time and place for you and your residents.
   • Uninterrupted time: Allow each person to present her or his side without interruption. Paraphrase frequently to achieve understanding.
   • Exchanging Information: Once each side has had an opportunity to present her or his side, ask each resident if they are satisfied with what has been said thus far. Allow them to ask each other questions, amend previous statements, or add information they may have forgotten during the uninterrupted statements.
   • Negotiating an Agreement: Residents should offer ideas about possible means of resolving the issues that have been raised. For example, X will allow Y to play his guitar in the morning, and X can have guests in the evening between 8:00 and 10:00 p.m.
   • Writing an Agreement: After the two sides are satisfied with the negotiations and agreement has been reached about a course of action, their decisions should be placed in writing. Ask each person to sign a copy.
   • Conclusion and Follow-Up: Commend each side for working hard to resolve their problem amicably. Check on them periodically to find out how things are working out. If further fine-tuning of the agreement needs to be done and something needs to be changed, reassure them that you will be available to help them again.

   NOTE: You should consider handling a mediation session with a co-worker if the disputants are willing.

   When Mediation Fails

   While many conflicts between students are amenable to mediation, it isn't possible to be successful every time. Mediation can fail for several reasons:

   • A lack of commitment to the process on the part of one or both disputants
   • Problem was not defined in behavioral terms
   • Agreement was unrealistic
   • Process was rushed

VII. BUILDING OPERATIONS

1. Duty
   Each building has a system of staff coverage for evenings and weekends. During these periods, student staff members act as representatives of Housing and Conference Services and CHAS to provide assistance to residents. While on duty, the student staff member is responsible for responding to and resolving problems and or calls for additional assistance, if necessary.

   Typically, a supervisor creates a duty roster. If it becomes necessary for you to switch duty dates, see your House Dean. The particulars of duty switching vary from staff to staff. You, however, are responsible for finding your own replacement. This is usually possible if you give adequate notice.

   The length of duty varies with each House. The student staff member on duty is responsible for signing out the building beeper, logbook, keys, and any other equipment as required by his or her House Dean at the Information Center (front desk). Included in this equipment is access to the duty key ring. The duty ring is a special ring of sub master keys, which is kept in a permanent location at the Information Center, that provide direct access to most areas in the building. This equipment must be returned to your College House Information Center at 9:00 a.m. on weekday mornings.

   In the case of a facility emergency, it is necessary to contact the Information Center. The desk attendant will call Facilities Services, who will provide the required personnel to initiate the repair process. Staffers must record the situation and their actions in the log book and, if necessary, complete an online Incident Report, for appropriate follow-up.

   Refer to the “Emergency Procedures Manual” for specific procedures and policy guidelines. If any students require relocation, you must contact the Residential Duty Officer (RDO) or Housing Manager on Duty (HMOD) who will authorize the use of emergency housing (call Sansom East Desk 898-6873).

   While on duty, if a staff member must leave the building to respond to an emergency, he/she must find another staff member to assume responsibility for the keys, beeper and log book. The keys and logbook never leave the building. If an emergency should require that you leave the building, you must notify the Information Center. Only the staff member on duty, or his/her designated emergency relief is authorized to possess the keys, beeper and log book.

   Duty Rounds

   In addition to responding to emergencies, staff are required to make “rounds” of the building while on duty in an effort to assess both the physical condition of the building and to note any problems involving residents which may require staff attention. Issues that need to be addressed should be recorded, briefly, in the logbook and in detail on an online Incident Report and/or Service Request Form.

   Staff Locations During Duty

   At all times, the Information Center of your residence must be able to reach you immediately. Staff-On-Duty are reached by telephone or pager/cell phone and must be either in their rooms, at a telephone location within the building, or within an area specified by your program leader. If you decide to visit friends/residents in the building, or to study in a lounge or building library, a working telephone must be available. You must notify the Information Center of the telephone number, if you change your location.
   
   When handling emergencies, make sure the Information Center personnel know where you are. Should the emergency take you outside of the building, such as accompanying a student to the hospital (HUP), notify your program leader or the HMOD and ask the Information Center Specialist to locate another staff member to act as the duty person in your absence.

   Rounds

   Each of the residences on campus has a series of rounds that staff person on duty is expected to perform to ensure the security of buildings.
   
   All Staff-On-Duty are expected to go on rounds at least once per shift. They need to perform the walk through based upon the areas that your program resides as well as where your participants mingle. During rounds they must:

   1. Call the Information Center to inform the Information Center Specialist that rounds are beginning
   2. Inspect all public areas (i.e., lounges, libraries, laundry rooms, etc.), and complete reports as necessary.
   3. Randomly select floors to walk through.
   4. Communicate any problems, disturbances, or vandalism.
   5. Ensure that exterior, non-monitored doors are locked and not propped open.
   6. If necessary, submit a request for service by communicating to the Information Desk

2. Housing & Conference Services Staff
   The primary functions of the Information Center Manager Are:

   • Train and Supervise Information Center Specialists. Oversee the role of the Information Center as a central source of information for activities, classes, seminars, house activities, and other events within residences.
   • Responsible for check-in and checkout of residents.
   • Ensure integrity and reliability of key access and key processes.
   • Develop and enforce guest access procedures.
   • Provide all informational resources for the program.

   The primary functions of the Residential Services Administrator are:

   • Manage pre-move-in inspections and room condition inventory process. Administer necessary residential damage charges
   • Schedule and Coordinate fire alarm drills
   • Inspect safety/security systems
   • Provide support for emergency facilities situations

   The RDO is the highest residential authority during non-business hours, for non-facility related situations. CHAS Associate Directors, CHAS House Deans, and the Director of Sansom Place are scheduled as the RDO.

   For emergency situations, generally, only those staff members who are on duty should contact the RDO. The RDO is contacted by pager/cell phone through the Sansom Place East Services Information Center. (In very rare instances when Sansom Place East closes, the contact point moves to Sansom Place West or one of the open Hamilton Village residences).

   1. Call the Sansom Place East Information Center (898-6873) and tell the Information Center Specialist to contact the RDO for you. Be sure to give your name, staff title, telephone number, and location so that the RDO may call you back. The Information Center Specialist’s role is to put you in touch with the RDO; you do not need to brief the Information Center Specialist on the details of your situation.
   2. The RDO will return your phone call within minutes to gather complete details of the problem and to give you specific instructions.
   3. In the unlikely event that you are unable to reach the Sansom Place East Information Center, you should contact any available full time live-in professional staff member.
   4. The RDO may involve other University officials as appropriate. The staff member on duty should work with these staff as instructed by the RDO.
   5. All requests for the RDO must be made through the Sansom East Information Center. The staff member on duty should not call the RDO or pager/cell phone number directly, unless communication with the Sansom East Information Center fails. Examples of situations where reaching the RDO would be appropriate:
      • House Dean unavailable to assist in emergency
      • Serious medical emergency
      • Sexual assault
      • Suicide
      • Temporary emergency room changes

   Staff members not on duty during an emergency

   Any staff member(s) who is not the designated duty person, but who witnesses or receives a report of an emergency situation, must contact the On Duty person immediately. If you are at an emergency location, remain there until the staff member on duty can arrive. Should an emergency arise that cannot be handled by the staff person on duty because s/he is involved in another response, a staff member made aware or notified of the situation should act as an On Duty person and handle the situation. The Staff Member on Duty should take over as soon as s/he is available. Whether you handle the entire emergency situation or part of it, a full report must be given to the Staff Member on Duty as soon as s/he is available so that the proper logbook entries and incident and other reports can be filed.

3. Lounges/Public Spaces
   Refer to www.destinationpenn.com for Policies and Procedures regarding reservations.

4. Laundry & Change Machines
   An outside contractor, provides and services all laundry and change machines; and handles refrigerator/microfridge rentals. All problems with the machines should be reported to the number located on the malfunctioning machine or appliance: 610-789-5449 or send an email to higene2000@aol.com; be prepared to provide the location and nature of the problem. If the student needs a refund from a washer or dryer, they should go to their local Information Center. If a problem is not resolved in a timely manner, contact your area Residential Services Administrator directly. The range of problems may include: machines not working, dryers requiring more than one cycle to adequately dry clothing, washing machines not filling up with water, no hot water in the washing machines, and the facility itself requiring housekeeping attention. Residents who require refunds from a change machine should call Hi-Gene directly at 610-789-5449 or send an email to: higene2000@aol.com.

5. Risk management
   In the event that a resident incurs a property loss or is injured in a residence, the resident will be asked to complete a Risk Management form that can be obtained at the House’s Information Center. The University does not cover some losses, such as theft of personal items from public areas. Residents are advised to find out if their family’s home insurance will provide coverage of their belongings while on campus or purchase renter’s insurance.

6. Move In/Out

   Hamilton Village Move-In

   Parking and Unloading

   • Cars will be directed to enter Hamilton Village from 39th and Spruce Street or Walnut Street. This will depend upon where your group is living and construction. There will be signs welcoming guests and indicating that they have reached the unloading area. The bollards will be removed from between Spruce and Locust Walk and between Locust Walk and Walnut. A staff member, in addition to a sign will be posted as needed to give directions.
   • Cars will be met by meet and greet staff. These staff members will issue unloading permits with directions to parking garages and parking rates on the back if applicable. Unloading permits are for unloading only. Cars are not permitted to stay and thus, an individual must stay with the car at all times. Cell phone numbers will be recorded by the meet and greet staff and any cars remaining for an extended period of time will be called to move the vehicle.
   • NOTE: For small groups of guests, bollards will not removed, cars will not be met and there will not be a police or Conference Services presence outside directing parking, as the volume of guests moving in will not warrant this. In this case, check-in staff inside will ask guests checking in if they need a parking permit for their car.

   Temporary IDs
   Temporary IDs will be issued to all friends/family members of people moving in at the same table as carts. (or when the cars are given their unloading pass) This table will be located outside in front of the building and will be moved under the overhang of the building in the case of bad weather.

   Because most of the people moving in either have Penn Cards, or will be receiving some type of ID at check-in before needing to pass through security, temporary IDs will usually not be issued to students. There may be special cases, however, when we will have to issue temporary Ids to students moving in.

   Carts
   For larger groups we will have staff assist guests with unloading their cars. Conference Services staff, on occasion, will help push the carts to the check-in table and then to the elevators or entrance doors in the Quad. Attending group staff and counselors need to help staff the floor where the specific group will be housed. Attending group staff and counselors should help unload contents into attendees rooms, and help facilitate getting carts back outside.

   NOTE: For small groups or for short-term guests, carts will be provided as needed at the Information Center.

   Keys

   • Keys/IDs (if needed) will be issued at a table either inside in the lobby or located outside.
   • LONG TERM GUESTS: These guests will have key packets composed of a key envelope and a white card. Key packets can be given to the student. The student needs to sign the white card in the “move-in signature” line and fill in the mother’s maiden name and 4-digit code (last four digits of the social security number).
   • SHORT TERM GUEST: These guests will have key packets composed of two envelopes. One envelope (the one with key in it) is to be given to the person moving in while the other envelope will be kept behind the desk. This envelope will be used as a record of any time the person needs a lock out key (desk staff should have the person sign when they check out a lock out key and when they remove it). This envelope will be used during move-out when they return their keys.
     
     NOTE: For small move-in, check in will be done at the Information Center.

   Quad Move In

   Cars and Unloading

   • Spruce Street may be closed off for your event if the number of attendees requires us to do so. In this case, a police officer will be stationed at the intersection of 38th and Spruce to direct those who are unloading onto Spruce Street and preventing all others from entering. If the size of your group does not warrant this, we will have enough support stationed throughout Spruce Street to help facilitate the move in process.
   • For larger groups: Once cars enter Spruce Street, they will pull into the meet and greet area in front of WaWa. There will be 3-4 teams of two staff members who will issue unloading passes, depending on the group they are with. The unloading passes will be color coded. Blue are for those moving out of upper quad, and red are for those who are moving in to lower quad. For smaller groups: the “Meet and Greet” station might be closer to the entrance of the quad.
   • Meet and Greet staff will tell people that someone should be with the vehicle at all times during the unloading process and ensure a cell phone number is recorded on the pass if needed.
   • On the back of the unloading passes, there will be a map directing people to the parking garage at 38th and Spruce and 40th and Walnut. The passes will have directions to the parking garage, and will be valid for the special rate at the parking garage if applicable.
   • Staff members will also point out the instructions to the garages on the back of the unloading passes and give verbal directions if needed. Permits are good for a special $12 per day rate at the parking garage, which will be explicitly told to the driver.
   • The meet and greet staff will also issue temporary ID passes at this point.
   • Once students and parents all have temporary IDs and an unloading pass, they will be directed down the street to the unloading areas. Cars will be directed by staff members to parallel park. Depending on the color of the unloading pass issued, cars will be directed to either the area outside upper quad gate (blue, only for 30 minutes) or the area outside lower quad gate (red)
   • n addition to directing traffic, staff members will also be keeping track of how long cars have been parked and asking people to move on. These staff members should remind people of the available garages and be prepared to give verbal directions to parking garages if needed.

   Temporary IDs

   • Temporary IDs will be issued at the same time as loading passes, at the meet and greet station. Guest passes will be given to EVERYONE including the student because the student will need to pass through security to reach the table where he/she will be issued a Penn Card.
   • On the back of the Temporary IDs, there will be a map of the quad with the entrances and the parts that will be used by students. Meet and greet staff, based on the list of room assignments, will circle the building the student will be living in and indicate how to get there. Each Temporary ID will have a map so that if one person goes to park the car in a garage, they will be able to find their way to the student’s room.

   Carts

   • Carts will be located at Upper and Lower Quad gates. One cart station will be at Lower Quad gate where staff members will assist in loading carts and then will push them to the stair area near where the student will be living while the student checks in. Carts station again will depend on size of group and where they are living.
   • The program counselors are needed to help facilitate moving in from the point of the inside door to the building where the group will be residing. Please station at least one person out side the door to watch unloaded belongings and additional support is needed to help YOUR attendees move their belongings inside their rooms.
   • When we have no more carts left or are running low, cart staff members will be sent looking for carts that are not being used throughout the Quad.

   Check-in

   • Check-in (keys and Penn Cards) will be located at both upper and lower quad gates. Again if needed.
   • Checklist for Check-in:
     • Find the student’s key packet in alphabetical order.
     • Have student sign and date white card on the line that says “Signature at Move-In”
     • Have student fill in mother’s maiden name and last 4 digits of the social security number (“4 digit code”).
     • Give the Student the key envelope and keep the white card.
     • Also, give each student a room inventory form and direct him/her to return it to his/her Counselor when it is completed.
     • Students should also have a Penn Card in the key envelope. Point out that this gets them in and out of the building and explain to them the use of the last four digits of the social security number or the 4 digits given to them to gain entrance thru the portals.
     • Also remind students of both what room and building they are in.

   Guidelines for Move Out

   The night before move out
   Have your attendees pack as much as they can. You should do a preliminary walk through of rooms to ensure that upon move out day; excessive trash is not left behind, resulting in charges to the group/program. Go over the move out plan and remind everyone that other people are moving out as well, so they should plan extra time to get themselves moved out.

   Checkout
   Checkout will be at the Information Center or at a table set up nearby. Usually checkout is managed just like move in, and is set up at table in the area where you picked up your move in materials. Linens (If rented) can be left in the rooms and need to be placed in the bags they came in.

   Key Returns
   There are two ways to return keys. One by one, or chaperones can gather keys to return for the group. If the chaperone does this, each key need to be returned in the envelope provided. If you need an envelope, they are available at the Information Center. Be sure to write name, building, and room number on the envelope. If attendees return the keys as individuals they will sign the form used during move in as acknowledgement that we have received the key. ALL NON-RETURNED keys are subject to an $80 core change fee.

   Carts
   Carts will be made available for help if necessary for move outs.

   Cars/Traffic/Loading
   Have your attendees communicate with those picking them up to be outside of the building with their belongings to help expedite the move out. No one can lave a car unattended, as we have limited spaces to help facilitate moving people out. If this is a sports camp please remind parents that sometimes you are having such a great time at the end, that you are not always back to the residence hall at the time posted. We cannot allow cars to park inside the Hamilton village area nor can we guarantee spaces on Spruce Street.

VIII. MOST FREQUENTLY OCCURING EMERGENCIES

As the Staff Member on Duty, you will be called on to respond immediately to a range of problems. At no time during an emergency should a staff member place him/herself in danger of harm. If you ever feel that a situation is dangerous, contact the professional best equipped to respond--usually this is the University Police (511 or 898-7297).

Whenever you enter a student’s room, you should always identify yourself after knocking. If possible, you should have another staff member to accompany you into a student’s room. Do not touch or disturb anything never attempt to use physical force to restrain a student. It is always advisable to remain in the doorway or as close to it as possible when handling a situation in a student’s room.

1. ALCOHOL AND OTHER DRUG POSSESSION/CONSUMPTION

   TYPICAL PROBLEM(S):
   #1 Underage drinking in a student room
   #2 Students drinking in a public space in or near a residential building.
   #3 Suspicion of illegal drug activity from an odor or alleged drug paraphernalia in a student’s room.

   PROCEDURE(S) (PROBLEM #1)

   1. Contact backup from the University Police (898-7297/511) or Conference Services to assist.
   2. Upon approaching situation identify yourself as a Summer Staff member.
   3. Collect each students’ PennCard and drivers’ license.
   4. Ask students to dispose of alcohol in a sink or toilet, while you supervise.
   5. If students are neither noisy nor inebriated and they are compliant, inform them that the Program Leader or the staff member for the floor will contact them on the next business day.
   6. If students are non-compliant or dangerously intoxicated, contact the University Police for assistance.

   PROCEDURE(S) (PROBLEM #2)

   1. 1. Follow steps above 1-3.
   2. If students are neither noisy nor inebriated and they are compliant, ask them to disperse from present location, in order to avoid further incident.
   3. If students are non-compliant or dangerously intoxicated, contact the University Police (898-7297/511) for assistance.

   PROCEDURE(S) (PROBLEM #3)

   1. Contact the University Police (898-7297/511) or another staff member, if necessary.
   2. Meet the police officer at the Information Center or the incident location. Write down the officer’s name and badge number.
   3. If you feel comfortable doing so, escort the police officer to the problem location.
   4. Identify yourself as a summer staff member prior to entering a room.
   5. If residents are present, write down name and SS# while officer investigates the situation
   6. If residents are not present, allow police to investigate situation.
   7. If drug use is evident allow police to handle situation.
   8. If there is no apparent drug usage, remind residents of rules and regulations regarding illegal drug usage and leave the scene.

2. LOCKOUTS

   TYPICAL PROBLEM
   Student has locked her/himself out of a room.

   PROCEDURE(S)

   • Inform student of procedure for accessing a lock out key.
   • If student is unable to go to the Information Center for the key or lockout key is not available, admit student to room with duty sub master, after checking security information on move-in card.
   • If lock out is due to faulty lock or key, call House Manager on Duty (898-6873, Sansom Place East Information Center) for assistance.
   • Under no circumstances should a staff member unlock a room for anyone other than the resident, police, fire or professional residence staff members.
   • If emergency entrance is necessary into a student's room, contact another staff member, UPPD or HMOD for escort

3. FIRE

   TYPICAL PROBLEM
   Fire alarm has sounded or staff is informed that a fire has been reported in building. Alarm is activated as a prank. Alarm sounds due to electrical malfunction.

   PROCEDURE(S)

   1. The Staff Member on Duty must proceed immediately to the Information Center or location designated by the House Dean with duty key rings.
   2. Assist in evacuating buildings and keeping areas clear for University Police (898-7297/511) and Philadelphia fire personnel.
   3. Accompany UPPD (898-7297/511) and fire personnel (911) with elevator, alarm, and sub master keys as requested.
   4. All other staff in the building at the time of an alarm are responsible for exiting their rooms and providing assistance by moving students from their rooms in to fire towers or out of the building.

   Philadelphia fire personnel will tell the Staff Member on Duty when all is clear. S/he must wait for the Physical Plant electrician to check and reset the alarm system before allowing students to re-enter the building.

   I.D. must be confirmed for every person attempting to reenter the building. The Information Center Specialist or security personnel must look those who do not have I.D. up in the building roster.

   In the event of an actual fire, no matter how small, the supervisor for the area where the incident occurred and the RDO must be notified.

   Talk with residents to see if anyone has information that could aid an investigation.

4. NOISE COMPLAINTS

   TYPICAL PROBLEM
   Loud stereo/radio playing, large gathering, loud alarm clocks, musical instruments, etc.

   PROCEDURE(S)

   • If complaint is due to large gathering or party, contact another staff member to accompany you to the site. The temperament and activities of the crowd will determine the type and level of intervention.
   • Ask the violators to quiet down or cease activities. If no one is in a room, contact another staff member to accompany you if entrance is necessary.
   • If students fail to comply with requests, contact UPPD (898-7297/511) for assistance.

5. THROWN OBJECTS

   TYPICAL PROBLEM
   Objects, fluids, balls, etc., are being thrown from windows, rooftops, ledges, balconies, within stairwells, etc.

   PROCEDURE(S)

   • Try to find location from which object was thrown. Interview witnesses as necessary. Contact University Police, if necessary (898-7297/511).
   • If possible confiscate items.
   • Check target area for damage
   • Take names of those involved. Note the building and room number, or other specific location, where the incident occurred.

6. MEDICAL EMERGENCIES

   TYPICAL PROBLEM(S)
   Alcohol poisoning, drug overdose, food poisoning, other physical ailments or injuries.

   PROCEDURE(S)
   Determining seriousness of the matter by considering the following factors:

   1. Is resident unable to walk or talk?
   2. Is the resident unconscious or fainting?
   3. Is the resident bleeding profusely?
   4. Does there appear to be a broken bone?
   5. Is resident unable to describe symptoms or pain?
   6. Is resident vomiting or experiencing dry heaves?

   This list is not exhaustive, but if resident appears to be experiencing one or more of these symptoms, consider the situation critical.

   Life Threatening Emergency

   1. Call UPPD at 511 or 898-7297 for medical transportation to HUP emergency room. Make sure to remain calm, identify yourself as a College House staff member and briefly outline the situation to the dispatcher.
   2. Do not leave the injured person alone, unless absolutely necessary. If you are unable to contact another resident or staff member to meet the University Police, contact the Information Center to alert them of the situation. Ask the Information Center to contact the RDO.
   3. If you are able to contact another staff member, give him/her the duty materials while you accompany the resident and the UPPD to the emergency room. Have the other staff member notify your House Dean of the situation.
   4. While in the emergency room, stay with the student until the doctor admits the student or notifies you of the student’s condition. The RDO can contact the VPUL, who can provide emergency contact information for the student, if the hospital has not contacted the parents already.
   5. Upon returning to residence, follow up with the RDO, if you did not contact him or her in the emergency room.

   Non-Critical Situation

   1. If the resident is coherent and he/she can walk and talk, contact the Student Health Service (662-2850). If situation is urgent, but not critical care (349-8245/6)
   2. If student is unable to explain his condition, give the operator a description of the student’s condition and symptoms. If instructed to bring the student to SHS or HUP emergency room, walk the student over or call UPPD (898-7297/511) for a vehicle escort. (Make sure to leave duty materials with a colleague before leaving your building.)
   3. If not instructed to bring student for health service, encourage the student to visit Student Health Services as soon as possible. Offer to assist the student in scheduling an appointment, if necessary (662-2853, Primary Care or 662-2874 Women’s Health Unit).

   NOTE:

   • Do not play doctor by making diagnosis and giving prognosis.
   • Encourage residents to seek medical assistance from Student Health Services/HUP.
   • When in doubt about the seriousness of a student’s condition contact Student Health Services immediately.
   • Do not leave injured or sick students alone. Ask roommates or hall mates to call for assistance from the UPPD (898-7297/511) or another staff member.

7. Facilities/Maintenance

   During Business Hours (9:00 am-5:00 pm, Monday-Friday) All emergencies should be reported to the Information Center. The RSA will be responsible for responding, Monday through Friday, 8 a.m. to 12p.m. If immediate police and/or medical intervention are obviously necessary, call University Police (898-7297/511).

   During Non-Business Hours (After 12 midnight to 8 am. The hours between 12 midnight to 8 am Sunday to Saturday are considered to be non-business hours. Facility emergencies that occur during these hours should be reported to 898-7207).

8. Crimes Against Persons

   TYPICAL PROBLEM
   A student or group of students is involved; as a victim(s), in a robbery, an assault, or a physical altercation.

   PROCEDURE(S)

   1. Encourage student(s) to file police report with the UPPD (898-7297/511).
   2. Encourage student(s) to seek crisis counseling from Special Services (898-9001/6660).
   3. Inform House Dean and keep him/her abreast of student's post-incident progress.
   4. If student requires medical attention, contact HUP and follow instructions.

9. Elevators

   TYPICAL PROBLEM
   Elevator is malfunctioning; people are stuck in an elevator.

   PROCEDURE(S)
   Call Information Center.

10. Emergency Entrance Into A Student's Room

    TYPICAL PROBLEM
    Staff member needs to enter room of student for reasons such as suspected medical emergency (e.g., unconsciousness, threat of bodily harm, see Medical Emergencies); mechanical emergency (e.g., open windows during a heavy rainstorm, freezing temperatures); noise disturbance in resident's absence (e.g., alarm clock ringing or loud radio, stereo or TV left on when student is absent); a request for entrance is made by a police, fire, or full-time professional College House staff member.

    PROCEDURE(S)

    1. Call your program leader for further instructions. Locate another staff member to accompany you.
    2. Knock loudly and identify yourself. Allow sufficient time for a response.
    3. If no response, knock again. Open door and enter room only as far as necessary to ascertain and correct problem. DO NOT DISTURB OR REMOVE ANYTHING FROM THE ROOM.
    4. Leave a note indicating to the resident that the room was entered, when entrance occurred, and the name of the person to contact if there are questions.

11. Graffiti/Vandalism

    TYPICAL PROBLEM
    Derogatory, abusive, or vulgar language or otherwise inappropriate symbols drawn/painted on public space.

    PROCEDURE(S)

    1. Call your program leader and Information Center Specialist.
    2. Call Facilities Services to request clean up. In the interim, cover graffiti. Do not remove marks until authorized to do so by the supervisor and/or UPPD (898-7297/511). Pictures may have to be taken for evidence.
    3. Talk to residents and see if they know or suspect who did it.
    4. If there is a target of the graffiti, talk to that person and provide him/her with support.
    5. Contact supervisor who has responsibility for area where the incident occurred or responsibility for residents involved.

12. Property Theft/Breaking And Entering

    TYPICAL PROBLEM
    Student returns to room to find items missing. Items are missing after return from break or absence from campus. Unauthorized individual attempts to gain access to student's room or locked public space.

    PROCEDURE(S)

    1. Student should take an inventory of missing items.
    2. Call UPPD (898-7297/511) to have victim(s) file a report or report presence of unauthorized/suspicious persons.
    3. Student may have to be relocated if room cannot be secured.

13. Security

    TYPICAL PROBLEM
    Illegal entry, false ID, trespassing, unescorted guest, suspicious individuals/behavior, unauthorized use of ID and/or keys.

    PROCEDURE(S)

    1. Contact another staff member, Allied Security guard (573-1351) or UPPD officer (8-7297/511) to accompany you.
    2. Ask those involved for University ID.
    3. If no ID, escort individual(s) to Information Center.
    4. Request that individual(s) leave the residence if entry is illegal or if guest is unescorted by the host. If they refuse to comply, contact University Police (898-7297/511).
    5. If situation involves an unescorted guest, contact the host and remind him/her of responsibility to escort guest at all times.

    NOTE: If for any reason you feel uncomfortable confronting an individual, contact the University Police at 511.

14. Sexual Harassment

    TYPICAL PROBLEM
    Unwanted sexual attention that involves a stated or implicit threat to the resident. Problem may involve verbal abuse, unwanted touching, or pressure for sexual involvement by a male or female.

    PROCEDURE(S)

    1. Have victim contact UPPD (898-7297/511) and file report.
    2. Encourage contact with Special Services (898-9001/8-6660).
    3. Contact House Dean of area where incident occurred, the RDO, or House Dean who has responsibility for residents involved.