TE
& Partners, Inc.
THOMAS ELLETT & PARTNERS, INC.
400 Broome Street, Suite 312
New York, NY 10013
646.210.3037
“Learning, Growing, and Giving Back”
February 16, 2009
Dr. Terrence Hardee
Director of Residential Life
The Richard Stockton College of New Jersey
PO Box 195, Pomona, NJ 08240
Dear Dr. Hardee:
The attached report is the culmination of the review of the Office of Residential Life conducted
February 9 & 10, 2009. Thank you for providing me the opportunity to visit your beautiful campus for
a second time. If I can provide any other assistance in the future, please contact me.
As always, I wish you continued success in moving the program forward.
Sincerely,
Thomas Ellett, PhD
President, Thomas Ellett & Partners, Inc.
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External Review Report
Prepared for
The Richard Stockton College of New Jersey
By
Tom Ellett, PhD
President, Thomas Ellett & Partners
February 9 – 10, 2009
Pomona, New Jersey
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INTRODUCTION
This report summarizes the observations, findings, and recommendations by the Reviewer of the
Residential Life Office that was invited to The Richard Stockton College of New Jersey campus to
conduct a follow-up visit from a review the Office of Housing and Residential Life that occurred in
November 2006. The charge to the Reviewer was to comment on the progress made from the 2006
report and add further recommendations to Dr. Terrence Hardee, Director of Residential Life. The
Reviewer was asked to meet with various staff and students to assess the residential life program and
to make recommendations for improvements. In doing this report the Reviewer referred to both the
Standards for College and University Student Housing adopted by the Association of College and
University Housing Officers – International (ACUHO-I) and the November 2006 External Review Report.
The ACUHO-I Standards documents are posted on the ACUHO-I website at www.acuhoi.org/pdf/standards.pdf.
The reviewer, Tom Ellett, serves as the Associate Vice President for Student Affairs at New York
University and is the President of Thomas Ellett Partners, Inc., an independent Higher Education
consulting company.
Prior to the site visit, the Reviewer was mailed a variety of materials related to the Office of
Residential Life. Other materials were provided during the course of the visit. Among these materials
were mission statements, organizational charts, the H & RL Task Force Report (June 2007), EBI WES
Report 2008, Living Learning Community 2009 documents, Office of Residential Life Purchasing Forms
and Procedures, Fall 2008 newsletter, and a Professional Staff Manual 2008-09. The Reviewer also
referred to the Stockton website, which has been significantly updated since the last visit. These
resources assisted the Reviewer in reexamining the changes that have occurred since the fall 2006 visit.
The site visit began on Monday, February 9 and concluded the afternoon of Tuesday, February 10,
2009. During the visit, the Reviewer met with representatives from Residential Life, Student
Development, Plant Management, Campus Police, faculty members from the Living Learning programs,
Resident Assistants, and members of the Crisis Management team. The Reviewer also toured the campus
residence halls and apartments along with three departmental office spaces. A copy of the site visit
schedule is included at the end of this report. The recommendations contained in this report are the
results of the collective observations, insights, and discussions with the Reviewer and are intended to be
helpful to Stockton College. Based on a careful review of documents and notes, the Reviewer fashioned
the report to respond to the major themes found during this review with some attention made to the
themes which were created in the fall 2006 report. These themes along with recommendations for the
Stockton Residential Life program are noted on the following pages.
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GENERAL OBSERVATIONS
Since the fall 2006 external review, significant change has occurred within the Office of Residential
Life. In the late summer of 2008 the Residential Life staff finally had achieved having all staff positions
filled, although at the time of the review two support staff members were out on medical leave, which
reflects the fluidity with which the office has had to manage. Over the past two years the office has
engaged in new training programs, changing the staffing structure for paraprofessionals (eliminating
ACA positions and renaming them RAs), changing the hours of the work day for the Complex Directors,
creating living learning programs for students, opening a new residence hall complex, Housing 5, and
hiring a new Director to lead the organization.
Residential Life and the Student Affairs staff spent numerous hours responding to the fall 2006 External
review document and should be lauded for responding so quickly, in great detail, by enacting
significant programs, services, and staffing changes. Clearly these enhancements have assisted in
stabilizing and pushing the operation to new heights.
Findings
The changes and transitions of central office staff and the alteration of the hours that Complex Directors
are asked to work have significantly impacted the ability to meet the goals outlined in the external
report of 2006. The office is more capable of responding to institutional and student needs,
communicating messages to students, and participating in college initiatives. The Residential Life team
presented a more unified commitment to each other and to the direction being asked of it by upper
administration. While change is hard to enact, it is commendable that the organization has been able to
address frustrations shared during the last visit and clearly understood what was being asked to
complete, though there are some who may have been challenged by the speed in which the changes
were asked to be completed. Overall the professional staff shared a strong desire to provide
opportunities for students to be actively engaged outside the classroom.
RECOMMENDATIONS
Theme One: Departmental vision, philosophy and goals
Recommendations
1.1
Through this visit and the visit in 2006, the college has demonstrated its commitment to become a
stronger “residential” campus. The Reviewer strongly recommends that appropriate Stockton
leadership review the units that are most impacted by the increase in residents and strategically
plan for additional resources to meet the needs of a growing 24-hour residential campus. The
group should include: Academics, Athletics, Student Development, Counseling Center, Campus
Police, Plant Management, and Events Planning. Staff members who were interviewed noted the
importance of night and weekend programmers, crisis responders and administrators to
interface with Campus Police. Residential Life cannot do it all and cannot continue to try to do it
by responding to crisis, provide late night programming, and serve as the only adult presence.
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1.2
Although the reviewer did not analyze the Office’s budget, through conversations with the
Director it was clear that the monies allocated to Capital physical plant projects was far in
excess of the monies allocated to the day-to-day programmatic needs of students. The
Reviewer suggests that a realignment of the budget occur to focus on increasing the
programmatic initiatives of the department. A doubling or tripling of funds would better assist
in meeting the intended outcomes of the living learning experience for students. While it is
critical to enhance the facilities, it is equally important to have funds available to engage
students in after hours programming that are creative, engaging, and meet the academic
aspirations of the institution.
1.3
It was evident through conversations with staff that assessment data guides their practice. This
was illustrated in many ways during the visit, such as the manner in which facilities are
upgraded, program changes, and outreach practices to students. It is recommended that an
Executive Summary of assessment findings be shared with staff and students so that they better
understand the rationale for changes. An additional benefit of sharing the data would assist
other areas of the college to utilize data for their areas (dining, plant management, etc.) to
make informed changes to the overall college experience for Stockton students.
1.4
The Office of Residential Life has incorporated the College’s programmatic theme for first year
students the past two years (Liberty and Power), yet staff, paraprofessional and professional
staff were unaware of the connection with the Residential Life program. Should the themes be
incorporated in the future, staff in Residential Life at the local level may benefit from having
representation on the committee that oversees the initiative. Additionally, it may be helpful to
incorporate the theme into Complex Director and RA Training
1.5
The Division of Student Affairs has done an outstanding job of turning to the Complex Director
staff to assist in the creation of the first Living Learning communities. The request for “concept
papers” was a good first step in asking student development staff members to assist in the
creation of these programs. It may be helpful to bring in outside experts in living / learning
community formation to the office as it appears central staff have limited experience in the
“how to’s” in developing long learning community programs.
Theme Two: Staffing Structure
Findings
The College has benefitted from the hiring of Terrence Hardee as the Director of the Office. He has a
strong understanding of the organization and the needs of the students at the institution. His approach
has been to utilize assessment data from EBI and create venues for students to share their experiences
through focus groups. One area for further growth would be for him to spend time with
paraprofessional staff in understanding their experience and needs. Terrence’s strength of facility
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management, budget planning, and personal care for his professional staff demonstrate the important
skills needed in a director.
The Associate Director, Rachel Stark, appears very competent and makes for a good combination of
style with Terrence. Her “get in the trenches” and can do attitude, attention to detail, and knowledge of
student affairs best practices will greatly enhance the programmatic aspects of the program. Together
Terrence and Rachel make a good team with different approaches and strengths that compliment each
other.
Having a fully staffed team should provide the stability the program requires to enhance the living
learning programs. Changing staff too frequently does not allow for the full development of the
program or consistency in supervising the RA staff.
The current CD staffing model of seven CDs on the campus creates a low student / staff ratio of 1:351,
this provides the office flexibility should there be a mid-year vacancy in a position and should allow
CDs to be directly involved in the lives of students. The change in the work schedule has allowed the CD
staff to be more involved in the vision / delivery of goals to students.
The Reviewer had a vastly different experience with the Complex Director team from two years ago.
The group described a strong reliance on each other as team members, felt very supported by their
supervisors, and enjoyed working with other student affairs staff members throughout the division. The
flexible schedule was a strong point for the group. The group was very appreciative of the commitment
professional development.
The Reviewer was surprised by the tone and level of disconnect a number of the RAs expressed about
their role in the Office. It appears that there have been some decisions that have been made which are
not “popular” with the RAs (ability to serve in Executive Board positions on student clubs/organization,
and change in the duty protocol) and the fact that they do not have an active voice in decisions of the
Office.
The clerical staff seem extremely committed and loyal to the department. They have dealt with
significant turn-over of staff at all levels within the organization, yet the overall morale of the group is
good.
Overall the diversity of staff, at all levels is outstanding. This level of diversity allows students from all
backgrounds to feel as if there is someone “like me” on staff that they can connect. If there are
intentional methods used in creating the staff composition, it certainly would serve as a best practice for
our profession.
Recommendations
Central Staff
2.1
With the addition of another housing area, it may be beneficial to begin to assess the central
staffing model to determine if all needs are being met. There appears to be an opportunity to
review the First Year Experience in Housing 2 and 3 to determine what direct programs could
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be offered through central office support. The addition of an Assistant Director working with the
First Year program and oversee CDs in area 2 and 3.
2.2
As mentioned in the early section, a review of the needs for night time and weekend
programming may be best served by a staff position in Student Development or Event Planning.
This position, which could be staffed by graduate level or part time staff, could serve as a
manager for the Lodge and direct weekend and late night programming.
2.3
The staffing support for central appears to be higher than most institutions. It may be helpful to
review their work assignment and whether staff members are being utilized to their fullest
potential. The imminent movement to the “Res Star” housing assignment module should reduce
the need for three staff to assist in the housing assignment and billing functions. Additionally,
some of the clerical and welcoming functions could be served by student staff, which would
reduce the reliance on clerical staff. This savings may be able to fund the two recommendations
listed above.
Complex Directors
2.4
The college made a bold movement in changing the hours of the Complex Director position to
allow the office to meet its full potential. Entry level Complex Directors need constant grooming,
supervision, and exposure to seasoned student affairs professionals. The new hours allows
Complex Directors to better engage with the Student Affairs initiatives.
2.5
The Complex Directors continue to fluctuate the hours they work in an effort to best respond to
the needs of the office. The current 11am – 7pm model seems to be working well. The only
day to be evaluated would be Fridays. Staff members have raised the concern that limited
student interaction occurs between the 5-7pm time frame on Friday. By changing this schedule
more good will and responding to the needs of the staff would occur.
Resident Assistants
2.6
While the ratio of 1:17 in the first year residence halls is impressive, the apartment complex
ratio 1:64 seems high. Some changes should be considered in the apartment complexes based
on the overall goals to be attained. By lowering the staffing to the industry standard of
approximately 1:40 for upper-class students RAs could make further connections with their
residents.
2.7
It is recommended to create a RA Council which would report directly to the Director. By
utilizing this model, RAs would feel as if they had a role in structuring their position and also
sharing inconsistencies they feel for themselves and for the direction of the program.
2.8
In an effort to curb the attitude of some long-standing RAs, it may be worthwhile to limit the
length of time a student can serve as an RA. It appeared that many of the RAs who had
extended stays in the position appeared to be less patient and tolerant with change. This could
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be instituted for a trail period until the low morale RAs leave the system, or a more formal reapplication process could be instituted.
2.9
Review the policy decision to prohibit RAs from serving as executive board positions of clubs
and organizations. The institution may decide that only the student government and residential
student association would be positions that may conflict with the RA position. This decision
seemingly has galvanized the RAs against the department. Another way to address this issue
would be to limit the number of hours a RA can participate in outside classroom activities / other
jobs.
2.10
Review the RA compensation package. Though the average compensation package across the
country is equivalent to the cost of a single room it may be beneficial for the RAs to see that for
themselves. Doing the review (which can be done with the assistance of ACUHO-I) will help staff
understand that they are appropriately compensated.
2.11
There were a number of issues that RAs raised related to the inability to perform their duties to
the best of their ability. Some issues (lack of supplies to complete bulletin boards and increasing
weekend programming) are easily rectified with an increase in funds for RAs. Other issues such
as, reviewing the on-duty rounds process and reviewing the fire inspection process can be
rectified by asking a newly created RA council to suggest a plan they believe will work.
2.12
RAs believe they should have access to an increased number of master keys to assist in
responding to lockouts. It is the opinion of the Reviewer that there should be an immediate
review of this practice as it appears there are already too many master keys in the system and
this is a security issue the college should be concerned about addressing.
2.13
Some RAs shared that they were told they were “disposable”. While this statement could not be
verified through interviews with professional staff, it is an issue worth exploring as it only hinders
the development of strong employee / employer relations.
2.14
The RA room size and ability to have a single room varies based on the housing complex
configuration (housing 1 and 4). The college should review this issue and determine if the current
placement of RAs in double rooms hinders confidentiality and effectiveness of the RA. Should
this be the case, resources should be allocated to place RAs in single rooms.
2.15
In an effort to respond to RA concerns about supervisors, it may be beneficial to create an
“ombudsman” position within the department. This role could be served by the Associate
Director to respond to RA / Complex Director performance issues.
Other Recommendations
Review the reporting structure of the Office of Residential Life. While there are very committed staff
members at the Dean and Associate Vice President levels, this unit, based on the proposed importance
of a residential campus, the office would benefit from reporting directly to the Vice President of Student
Affairs.
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Theme Three: Engagement with Students (First Year Experience, Living Learning Communities and
other issues)
Findings
The college has embarked in the arena of living learning programs with the creation of four programs.
Each of the programs provides opportunities for students to engage with faculty members outside the
classroom. While the preparation of this initiative was not optimal for implementation, the institution
should be commended for its efforts. Having faculty members receive “course reduction” for their
involvement is smart. This model enables the faculty to concentrate on the program and commit much
needed time to collaborate with Residential Life staff on student needs. As the program continues to
evolve there may be opportunities to look at established models of learning outside the classroom that
already occur on the campus and incorporate into living options. While some professional staff in
Residential Life believed the living learning community model appeared as a “top-down” mandate,
after engagement on the initiative, staff realized that further training on the topic was required and
they appreciated being involved in the creation of the programs.
Recommendations
3.1
A concerted effort to outline specific goals, objectives, and learning outcomes for the four
existing living learning programs and to train all levels of staff to support these goals,
objectives, and learning outcomes is critical to enhancing the living and learning experience for
student participants.
3.2
During the creation of the living learning programs, student affairs directors were selected to
serve in a co-chair position. In practice few of the directors participated in this process due to
conflicts with priorities within their own operation. It may serve the program better to establish
an overarching Advisory Board for living learning programs that meet monthly with upper level
administrators and faculty. The CDs and faculty members assigned to the programs would then
be asked to co-chair their individual programs.
3.3
The CDs feel like they need a roadmap, or a strategic plan, for how the program will be
moving forward so they can fully participate in the program and more clearly know their role.
3.4
The institution should continue to add living learning programs that students are interested in
participating. Coordinating efforts with successful clubs and organizations may be a model to
enhance the current program offerings.
3.5
Residential Life should be commended for its engagement with the 140 students who are on
academic probation. This is a great idea that would benefit from the creation of a systematic
and consistent way to engage these students. A written intervention strategy and appropriate
training of staff who will conduct these interviews will assist in a consistent outreach to these
students.
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3.6
The Office has spent significant energy in creating large scale programs for students. A
balance between individual interactions vs. group programming may assist in meeting the
complex needs of community. One method of engaging individuals would be to require RAs to
spend time in 1-1 interviews assessing academic goals, personal connections with others, and
engagement in the community.
3.7
Community service seems to be an important value to the college. This theme may be included
in new living learning options in the future.
3.8
One method to enhance involvement in living learning programs is the inclusion of a zero credit
option to appear on a student transcript. There appears to be a model already established at
Stockton for service learning offerings of the institution that could be replicated.
3.9
In an effort to further enhance the learning environment in the residence halls it may be
beneficial to offer study groups and tutoring in halls.
3.10
One suggestion shared with the Reviewer during the visit worth pursuing is to offer a local job
fair on campus during the first week of the semester. It was suggested that many students leave
campus on the weekend for financial reasons (to work at home). Offering jobs close to campus
may in fact increase students staying at Stockton over the weekends.
3.11
As the college looks to increase weekend programming, it will be important to review the current
dining options available to students. Currently there appears to be a lack of campus dining
food options as dining facilities close at 7pm on Fridays in the first year student housing area.
This should be addressed in the current Dining RFP process.
Theme Four: Training and Development
Findings
Since the arrival of the Associate Director many staff members have commented on a greater
commitment and depth to the training of staff. The group is learning more about the current generation
of students they serve in reading “Millennials Rising” and also being engaged in mediation training.
Staff members believe these activities are worthwhile and assist them to better know the students of
today. A new structure of office committees was established that allows for greater involvement and
connection with peers from other offices for the CDs
The Reviewer felt that all levels of staff would benefit from having training modules established that
reflect the outcomes associated with each role and the overall goals of the program. A further
definition of each role and associated competencies would be helpful.
The Office has been very supportive of on-going training and development of staff through involvement
with the regional and national associations. This involvement will reap benefits when recruiting future
staff to Stockton.
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There were concerns related to the relationships among some of the clerical staff. There has been
significant turn-over in some of the positions and there may be role confusion among some staff. This
may be addressed through clearer and unified communication by central staff to each of the clerical
staff members.
There were a number of new manuals created for staff (professional staff and purchasing / systems
manual which were appreciated by the Complex Directors as tools that were viewed as helpful in
following college protocol.
Professional staff
Recommendations
4.1
A training and on-going development plan should be established to measure the growth and
development of each staff member. Staff members could benefit from review of best practices
within student development, living learning programs, assessment, and supervision skills. RAs
would also benefit from training on the role of living learning programs on college campuses.
4.2
All staff groups discussed some level of uncertainty with relating to each other as colleagues
and knowing specifically the organizational culture. The process of setting staff standards is a
model employed in many organizations that help staff build cohesive teams, create shared
vocabulary and know the expectations of each colleague toward each other in moving the
organization forward.
4.3
The department leadership needs to review and reflect on the outcomes and competencies
necessary to be successful in all positions. This thoughtful exercise will facilitate better selection
of staff, develop training to reflect the goals of the positions, and foster on-going staff
development.
4.4
To better understand the needs of staff who commit to working in the Residential Life office, exit
interviews should be conducted with all levels of staff that leave the department – professional,
student, and clerical.
Resident Assistants
The Resident Assistant staff shared their belief that the overall RA staff quality was poor. They felt
there was a discrepancy on how fellow staff members were held accountable.
Recommendations
4.5
Have outcomes based training programs and measure RA ability and proficiency at the end of
training programs.
4.6
RAs commented on the redundancy that occurs in training from one semester to the next.
Including them in the review of the training program and finding ways for returning RAs to
participate in the facilitation of training will add significantly to their learning and buy-in of the
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trainings.
4.7
RAs shared that they were not aware of weekly dates for meetings and trainings in advance. It
may prove worthwhile to move to a standard meeting time for all RAs across campus and also
publish the dates for training programs a year in advance.
Theme Five: Facilities / Budget
Findings
The Reviewer toured the five housing complexes at Stockton. The facilities appeared in overall good
condition. There continues to be a strong commitment to modifications and upgrades to apartments and
lounge spaces. The addition of Housing 5 is an exciting new development. The facility reflects a
thoughtful response to the needs and diversity of the student population. The reduction of damages in
the housing system could be correlated to the enhancement within the system. The inclusion of wireless
connections to the internet beats industry standards for college housing. It is a model housing
arrangement for others to emulate.
The creation of Housing 5 with the addition of 330 bed spaces further diversifies housing options for
students. The layout of the student rooms, mechanical rooms, and the ability to offer single rooms to
upper-class students further enhances the residential program at Stockton. The color choices, ample
lounge spaces, and inclusion of career services and peer education programs with office space makes
for great opportunities for students to engage with one another.
The commitment to enhancing the facilities with additional televisions, recreational equipment,
microfridges for rooms, and other amenities has been well received by students.
The MAXIMO work order system seems to provide an excellent mechanism to track requests that
students and staff make to report problems in the hall. The Reviewer was glad to see that students are
now able to enter work orders into the system.
Recommendations
5.1
The college has responded to the issue related to the low ratio of washers / dryers to student
through the Laundry View program. This on-line program allows students to identify what
laundry equipment is open at any given moment. Interesting few RAs were aware of the
program when asked. It will be important that a marketing plan be established on an annual
basis to teach RAs, who in turn should teach their residents about the program. Increasing
washer and dryer units should be addressed when the opportunity allows itself.
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5.2
As a means of communicating to students that Plant Management has visited a student room to
complete a maintenance request it was suggested that a “courtesy card” program be instituted
in the Fall 2006 report. While the staff showed the card during the visit to the Reviewer, no
paraprofessional or Complex Director staff ever remembered seeing the card. Additionally
students still complained about response time for issues related to heat and more annoying
maintenance issues. Students overall felt that emergency repairs were completed immediately.
Based on this discrepancy, a review of length of time for facility repairs should be completed.
5.3
To continue to enhance the quality of staff, a long term commitment needs to be focused on the
condition and size of the apartments in Housing 2 and 3, especially in recruiting staff who have
partners, spouses, and children. Another option would be to relocate professional staff
apartments to apartments on the other side of the lake. The down side would be that there
would be no “nightly presence” by professional staff should this change be made.
5.4
The current allocation of office space should be reviewed as the current Complex Directors have
an inequity in access to “private office space” to hold confidential judicial cases. The lack of this
space for private meetings with students could be seen as a potential violation of student FERPA
rights and may also inhibit students from sharing mental health issues with staff members.
5.5
In keeping with ACUHO-I standards, the college should identify ways to establish a weekend
housekeeping presence to clean common bathrooms and remove trash. The current practice is
not in keeping with the standards.
5.6
During two separate tours on different days it was noted that the same Plant Management staff
sat in the student lounge with feet on the table. This behavior will create perceptions that Plant
staff members are “lazy” and not responsive to facility issues. Staff members should be
instructed to take breaks in non-student lounge space.
5.7
The Building 80 office usage needs to be reviewed as some staff mentioned that there is limited
use by students. Additionally there is a computer cluster in the Lodge. Combing the two clusters
may allow for additional office space. The center office in the facility is currently empty and
should be included in the overall usage plan.
5.8
Due to safety concerns for students living on the first floor of Housing 2, a review of the window
closure mechanisms should be evaluated. The addition of security screens may solve this issue.
5.9
Use of TRLC is overseen by the Event Planning Office. Based on the needs of the residential
program, Residential Life should be given first opportunity for usage. If this is not possible, the
college should transfer the TRLC to Residential Life once a new College Center is built.
Miscellaneous Items
There are a number of other issues discovered by the Reviewers during their campus visit which should
be addressed.
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The current advising structure of the SRA is outside the scope of the responsibility for Residential Life,
yet the group has significant input on Residential Life practices. It may prove worthwhile to have the
Director participate more actively with this group in a collaborative advising role.
Providing a scholarship for students serving in the Chairperson role for SRA may assist in recruiting
students outside of the RA position to serve in this role. Scholarships could be provided by outside
vendors who work with fundraising activities of the group.
The Behavior Management team is an excellent model to share challenging student issues and work to
protect the institution This group should continue to review its practices and make formal requests for
resources should they be deemed necessary.
CLOSING REMARKS
It was an honor and a privilege to conduct a second review for Stockton College’s Residential Life
program.
Please note, External Reviews are not without their limitations. Having spent two days on the campus
and having met with a limited number of individuals, the Residential Life Reviewer received only a
snapshot of the residential program. External Reviewers are outsiders and lack the history behind
decisions that have impact on the Division of Student Affairs and the Office of Residential Life.
The Reviewer commends The Richard Stockton College of New Jersey for its willingness to conduct a
follow-up review. This is a rare practice which should be lauded by all staff. The commitment to
continuous improvement for this area is commended. Additionally, the hospitality, responsiveness, and
honesty of the staff with whom the Reviewer met helped maximize the productivity of the visit. The
Reviewer is appreciative of the openness of the students and staff who demonstrated through their
candor, sharing of ideas and opinions their commitment to Stockton College. Special gratitude is
extended to Terrence Hardee, Director of Residential Life, for coordinating the logistics of the site visit
and for his hospitality, flexibility, and attention to the needs of this visit.
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Richard Stockton College
Residential Life Final Review
February 8 – February 10
Sunday, February 8, 2009
4:00
Dr. Ellett arrive at the hotel
Monday, February 9, 2009
9:00 AM
Breakfast and meeting with Dr. Terrence Hardee, Director of Residential Life
10:30 AM
Meeting with Rachael Stark, Associate Director, Chrissie King, Assistant Director,
and Jill Glasser, Assistant Director
11:30 AM
Meeting with Plant Management
12:30 PM
Lunch (Lamott Moore, Director of Student Development)
1:30 PM
Meeting with the Support Staff
2:30 PM
Meeting with Students Leaders – SRA and Senate
5:00 PM
Dinner - Tour of Residential Area
8:00 PM
Meeting with the Student Staff – Resident Assistant In-service.
Tuesday, February 10, 2009
9:00 AM
Breakfast and meeting with Dr. Terrence Hardee, Director of Residential Life
10:30 AM
Meeting with Complex Directors
11:30 AM
Meeting with the Crisis Management Team
12:30 PM
Lunch (Donnetrice Allison and Sara Martino, Faculty)
2:00 PM
Exit meeting with Dr. Joseph Marchetti, Vice President for Student Affairs; Dr. McNeelyGreen, Associate Vice President for Student Affairs; and Dr. Thomasa Gonzalez, Dean
of Students.
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