Welcome back IUP student employees and student employee supervisors! We have been working hard to give you a newsletter that provides helpful information
for both student employees and student employee supervisors.
The Student Employment Center is located within the Office of Career Services and acts as a resource for students who are searching for on- and off-campus employment opportunities. Students seeking part-time and seasonal employment
can do so by:
Included in this issue of the Student Employment Center Newsletter you will find
articles regarding the new IUP President, Dr. Tony Atwater, a schedule of events
for the President’s Inauguration, The Constitution of the United States of America,
Women’s Studies Program at IUP, How to Dress for Success, and Being a Service
Star. There is also registration information for the Student Employment Center sponsored workshop entitled “The Student Employment Center recognizes both the efforts of the student employees and student employee supervisors so we encourage you to take
advantage of any and all opportunities that we make available throughout the
year. You may visit our website to find information on posting job vacancy
announcements, guidelines for answering the telephone, job duties, and
Remember, if you would like to offer constructive feedback, please feel free to
contact us and let us know how we can improve this newsletter. You can reach
our office by calling 724-357-2235, e-mailing
firstname.lastname@example.org, or stop by and see us
in 302 Pratt Hall.
In closing, we want to wish all student employees and student employee supervisors good luck for both a happy and productive year ahead. We would like
to express our appreciation for all of your hard work and contributions to the IUP
learning community. All of your hard work makes IUP a better place to study, to
work, and to live!
Jessica Reed, Graduate Assistant
Student Employment Center
Jessica Tanaka, Graduate Assistant
Heather Dravecky, Office Assistant
Fall Break October 24 – 25, 2005
Dr. Tony Atwater Courtesy of the IUP President’s Office,
Before becoming president of Indiana University of
Pennsylvania, Tony Atwater served as provost and vice
president for Academic Affairs at Youngstown State University
in Ohio. In this capacity, he oversaw academic programs,
academic policy, and academic assessment, while provide leadership and strategic
direction to approximately 750 faculty member serving six academic college, the School of Graduate
Studies and Research and the Library. He earned a Ph.D. degree in communication research from
Michigan State University (1983), where he was the recipient of a competitive doctoral fellowship. He
completed postdoctoral study in the Department of Communication at the University of Michigan (1989).
President Atwater earned a Bachelor of Arts degree in mass media arts (magna cum laude) from
Hampton University (1973). He is the recipient of three graduate certificates in higher education
administration from the Harvard Graduate School of Education.
President Atwater is a Ford Foundation Postdoctoral Fellow, and the focus of his research has been news
selection behavior in the mass media. He has published approximately thirty refereed journal
articles on the subject. Earlier administrative assignments included roles as dean of the College of
Professional Studies and Education at Northern Kentucky University, chairperson of the Rutgers
University Department of Journalism and Mass Media, and special assistant to the provost at the
University of Connecticut. He also served as associate vice president for Academic Affairs at the
University of Toledo.
President Atwater has assumed significant community leadership roles throughout his career.
These efforts have included serving on the (Kentucky) Governor’s Task Force on Youth and
Substance Abuse Prevention, on the Board of Trustees of the Northwest Ohio Public Television
Foundation, and as a member of the 2000-2001 Delegation of Leadership Cincinnati. He also served
as a member of the Advisory Board of KeyBank (Northeast Ohio Region) and as a board member of
the Youngstown Business Incubator. He is the pas
president of the Association for Education in Journalism and Mass Communication.
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www.iup.edu/president Thursday, September 15, 2005: Silent films
featuring Western Pennsylvania native Tom Mix, with piano accompanist Sebastian Anthony Birch, a music
professor at Kent State University. Following the screenings, commentary will be offered by Pat
Dowell, National Public Radio film commentator, and IUP professor Tom Slater. Downtown Indiana
Theater on Philadelphia Street, 7 p.m. Friday, September 16, 2005: Panel discussion,
Western Film and Democracies, featuring Dowell and Sam Girgus, a Vanderbilt University scholar. Jimmy
Stewart Museum on Philadelphia Street, 3 to 5 p.m. Saturday, September 17, 2005: Screening of The
Man Who Shot Liberty Valance, starring Jimmy Stewart and John Wayne. Discussion led by Dowell,
Girgus, and Slater will follow. Downtown Indiana Theater, 7 p.m
Monday, September 19, 2005: Jehmu Greene from Rock the Vote will present the Six O’Clock Series
program as a part of the university’s Citizenship and Civic Engagement Initiative. Hadley Union Building,
Ohio Room, 6 p.m.
Saturday, September 24, 2005: Eastern Religions Come to Western Pennsylvania, an exhibit in the
University Museum, 6 to 9 p.m. The show is curated by Stuart Chandler, a faculty member in the Religious
Studies Department. The University Museum is located on the first floor of John Sutton Hall. The
exhibit will be available through December 9.
Thursday, September 29, 2005: Media Bias: The War on Journalism, a symposium, will feature
keynote address by Corey Flintoff from National Public Radio at 7 p.m. A panel discussion takes
place on Friday, September 30, 2005 at 8:30 a.m. Panelists confirmed are Cindi Lash, IUP journalism
alumna and reporter for the Pittsburgh Post Gazette; Will Kennedy, Indiana Gazette; John Poister, Renda
Broadcasting; and Cindy Skrzycki, Washington Post. Both events will take place in Eberly Auditorium.
Monday, October 3, 2005: The Decision-Makers of Sutton Hall, a discussion on the university’s history
will take place at 6 p.m. in the Breezedale Alumni Center. The program features retired faculty
members Dale Landon and Ron Juliette, who coauthored Indiana Our Homage and Our Love, a
pictorial history of the university, and Elizabeth Ricketts Marcus, a member of the History
Department faculty. This event is sponsored by the Friends of the Libraries.
Tuesday, October 4 – Saturday, October 8, 2005
(no performance October 7) and October 12 – 15, 2005: Minor Demons, a play by IUP Alumnus Bruce
Graham, will be performed by Theater by the Grove Directed by Barbara Blackledge, the play is an often disturbing
look at a brutal murder in winter in a small town outside of Pittsburgh. It is a production that
lingers hauntingly in the mind, the eye, and the heart. The play begins at 8 p.m. at Waller Theater and
tickets go on sale at the Hadley Union Building beginning September 19.
Thursday, October 6, 2005: The Inaugural Ceremony will take place at 1 p.m. in Fisher
Auditorium. Tickets are required for this event and are available at the Foundation for IUP, 103 Sutton
Hall; Offices of Renda Broadcasting on the corner of Philadelphia and Ninth Streets; and the Indiana
County Tourist Bureau in the Indiana Mall.
Friday, October 7, 2005: The Magnificent Collage Concert will take place in Fisher Auditorium at 8 p.m.
The concert will feature a performance of Rhapsody in Blue on the Steinway Corporation’s brilliant Blue
Rhapsody artcase piano. The piano was designed by Frank Pollaro to commemorate the hundredth
anniversary of George Gershwin’s birth. Patricia Prattis Jennings, the principal keyboardist for the
Pittsburgh Symphony will be the guest artist for the piece. Before the concert, beginning at 6 p.m., the
community is invited to a celebration picnic that will take place in the Oak Grove. The picnic will feature a
performance by the Wildcat Regiment Band.
Campus Dining Services will sell a la carte picnic fare. Tickets are required for this event and are
available at the Foundation for IUP, 103 Sutton Hall; Offices of Renda Broadcasting on the corner of
Philadelphia and Ninth Streets; and the Indiana County Tourist Bureau in the Indiana Mall.
Saturday, October 8, 2005: The homecoming parade will begin at 10 a.m. along Philadelphia Street
and ending along Wayne Avenue. This year’s parade theme is “Once Upon A Time.”
Saturday, October 8, 2005: At 2 p.m. the IUP football team will take on rival Slippery Rock in Miller
Saturday, October 8, 2005: The first-ever Inaugural/Homecoming Ball will cap off the evening.
Dinner begins at 7 p.m., and dancing begins at 9 p.m. Takes place at the Indiana Country Club and
will feature an IUP faculty jazz combo and jazz violinist and IUP alumnus Owen Brown. Tickets are
required for this event and are $75 per person, Tickets are available at the Foundation for IUP, 103
Sutton Hall; Offices of Renda Broadcasting on the corner of Philadelphia and Ninth Streets; and the
Indiana County Tourist Bureau in the Indiana Mall.
Susan J. Martin, Ph.D.
Political Science Dept.
The Constitution of the United States of America, which was created in 1787 and was effective on
March 4, 1789, was a compromise between salient economic and social interests at that time. The
weaknesses of the Articles of Confederation, the United States first constitution from 1781 to 1789,
were the momentum for the creation of the second United States constitution in Philadelphia.
When the Articles of Confederation was created as the rule of the land in 1777 and was ratified in 1781,
it was a reflection of the fears of the Antifederalists leaders and many of the people. They did not want
one person to have absolute power, or a strong national government. They wanted to protect states’
rights. States were to do most of the governing of the citizens. The Articles of Confederation did not
create an executive branch, or a judicial branch. Congress did not have the power to levy taxes, to
regulate commerce between the states or with other countries, or to have a standing military. Congress
had no authority from the Articles of Confederation to coerce the states to cooperate. Only the states could
execute the will of the United States Congress and the people. The states were competing with each
other for foreign commerce. As you may surmise the United States was not very united.
When the structure of the second constitution was being debated during the summer of 1787 by the
political scholars, the greatest concern was to protect the economic interests of the elite. The elite were the
northern merchants and southern planters that had different interests to be protected by the Constitution
of the United States of America.
Also, there were large states and small states that wanted to make
sure that they had equal representation and influence on
the legislative process. Plus, there were two main factions, the
Federalists and the Antifederalists, which had opposing viewpoints on
how strong the central government should be. The Federalists wanted a strong central
government and the Antifederalists wanted more power to reside in the states and the people. An
outcome of the views of the Antifederalists is expressed in the Bill of Rights which is the first ten
amendments to the Constitution of the United States of America. The Bill of Rights was established to
limit the power of the national government and to insure the rights of the people from an arbitrary
government. In fact, the Constitution of the United States of America is a written document which
defines specific power for the national government and defines that the government is for and by the
American people. The people are to be sovereign over the government through a representative
Three principles are present in the Constitution of the United States of America. Federalism is the first
principle, which defines that specific powers belong to the national government and the remaining powers
belong to the states and the people. The second principle is Separation of Power with checks and
balances between the branches. There are three branches of the national government which are the
legislative branch, the executive branch, and the judicial branch. Article 1 of the United States
Constitution describes the legislative branch and its powers. Article 2, describes the executive branch
and the powers of the president. Article 3 describes the judicial branch. All three of the branches check
and balance each other's power so that no branch becomes imperial or has absolute power. The
remaining Articles 4 to 7, deal with the relationship between the states, amending the Constitution,
national supremacy, and ratification of the Constitution.
The United States of America has been governing by the same constitution for 214 years. When the
Constitution of the United States of America was created, only white male landowners could vote.
Today the vote is extended to all Americans. The Constitution of the United States of America has only
been amended 17 times besides the first ten amendments that were attached to
the Constitution as the Bill of Rights so that it would be ratified in 1791.
Surely, the Constitution of the United States of America is a living
document that is reinterpreted through the forces of social and
economic changes in our society. At times the Supreme Court practices
judicial restraint and does not try to reinterpret what the founding fathers meant. Other
times the Supreme Court may take an activist role and interpret the Constitution of the United States of
America more liberally. Social pressures for equality among citizens and the need for economic stability
have led to many changes in the interpretation of the Constitution of the United States of America.
IUP’s Women’s Studies Program
As a minor at IUP, Women’s Studies is a program that stresses
the role of women academically through the lens of gender. Students are
encouraged to challenge traditional theories and research regarding women and to develop a critical,
multicultural, and gendered view of the world in which they live. Courses in women’s studies focus on
social justice issues and strive to motivate students to, in the words of Gandhi, “be the change” that they
“want to see in the world.”
The Women’s Studies Program offers courses in many areas such as: Sociology, English, Journalism,
Psychology, Philosophy, and Communications.
Women’s Studies is a program that provides “something for everyone” in terms of subject matter.
Students are encouraged to enrich their academic lives by investigating and enrolling in several of IUP’s
course offerings. In addition, the Program is working diligently towards the creation and inception of a
Women’s Studies major here at IUP.
The Women’s Studies Program would like to invite you to visit us at our offices (111 and 112 Gordon
Hall) to chat about the course offerings, programs in general, and what Women’s Studies can do for you.
We also have a W.S. library in Gordon filled with books pertaining to women and gender issues. You
can check out a listing of the library’s holdings on our website:
We would love to enrich your academic career by sharing our knowledge with you. Feel free to contact
us via email with any question you might have, or to express your interest in the program, the Women’s
Times Newsletter, of the library. Contact Chauna Craig, W.S. Program Interim Director at
email@example.com or Jen Woolston, W.S. Graduate Assistant at
firstname.lastname@example.org. We look forward to
hearing from you!
The Office of Career Services- Student Employment Center
Hello! I am a junior majoring in Business Education here at IUP. I have been working at the Student
Employment Center for about two years, and my job has been to post both off-campus and on-campus
jobs for students and alumni. I would like to share some useful information pertaining to appropriate
dress for on-campus jobs that I have gained while working at the Student Employment Center.
When considering what to wear, keep in mind that student employees represent his or her office of
employment, as well as IUP. A few simple guidelines can help the student determine appropriate office
In general, use common sense. Attire should be clean, neat, and free from both wrinkles and stains.
Clothing exposing midriffs, undergarments, or too much skin should never be worn. Avoid wearing
items containing references to sex, drugs, alcohol, etc. into the office. Shoes should be clean and in
good condition; comfort is a plus.
During warm weather, short-shorts, mini skirts, spaghetti-strapped/thin-strapped tank tops, and
muscle shirts should never be worn to work. An appropriate skirt/short length for the office is right
above or at the knee. Beware of wearing sandals or flip-flops because of the possibility of running errands
or making deliveries.
When cooler months arrive, keep in mind that dressing in layers makes it easy to adjust to the
temperature of the office. Also, remember to have a pair of gloves, a scarf and a hat handy to wear if you
have to step outside of the office to run errands or make deliveries.
I hope you find these guidelines useful to establish what to wear on the job. Have a great year!
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My roommate and I have been very close friends since we were in elementary school. We have been
living together for about a month and I have begun to notice his messy ways. He leaves dishes in the sink,
clothes on the floor, and refuses to clean the bathroom. I don’t want to lose a good friend, but I
have to address this problem before it gets worse. How can I talk to him about cleaning up after himself
without ruining our long-term friendship?
I understand that it can be very difficult letting a roommate, especially a close
friend, know that something they are doing or are not doing, in this case, irritates you. There are several
ways that this situation can be handled. One place to begin is to set up ground rules before
moving in together. It is best sit down and talk about what annoys you and your roommate to stop conflict
before it begins. It also helps roommates to compromise and divide household chores such as
cleaning the bathroom and doing the dishes. This will also help when conflict does occur.
If you haven’t set up these ground rules, my suggestion would be to approach the topic
sensitively. There could be a number of reasons why your roommate is not holding up their end of the
chores. You could simply start by asking them how their day was or if there’s anything new going on in
their life, this will help to open the lines of communication.
Once you’ve begun the conversation, talk to your roommate about setting up chores for one another to
do on a weekly/daily basis. Perhaps by saying, “I know we both are so busy this semester, I was
hoping that we could share in the chores so that everything gets done. Is there any chore that you
particularly hate to do?”
By asking your roommate their preference and allowing them to choose their chores, it may make
them feel less stressed about completing the tasks. Perhaps the reason the bathroom hasn’t gotten
cleaned lately is because your roommate absolutely can’t stand the thought of cleaning the toilet, but
he/she doesn’t mind vacuuming the apartment. By compromising and working together to solve this
problem, you will not only have a clean room/apartment, but you will save and strengthen
your friendship by having open lines of communication.
By Aileen Bowman
Financial Aid Office
Students are able to view their own Federal Work- Study awards online. For students whose aid
packages include Federal Work-Study Program (FWSP) funds, the award information may be found
by logging into the secure area of
www.iup.edu/URSA and accessing the financial aid
information. Not all students have been reviewed for FWSP eligibility, because it requires both the annual
completion of the Free Application for Federal Student Aid (FAFSA) and a specific request being
made to the Financial Aid Office to be considered for FWSP. The IUP Fall/Spring Federal Work-Study
Application is available online at
If FWSP is not part of the financial aid package, it does not necessarily mean that the student is not
eligible. Students interested in working under FWSP rather than University Employment (i.e. State Work-
Study), who do not have an FWSP award may contact the Financial Aid Office to inquire about
eligibility. The Financial Aid Office is located in Clark Hall and may be reached by phone at 724-357-2218
or by e-mailing
It is recommended that students review their FWSP award online on a regular basis in order to be aware
of any changes that may have occurred in the FWSP eligibility. The Financial Aid Office monitors students’
earnings and notifies supervisors when students are no longer able to be paid under FWSP. Students
should also try to monitor their own earnings.
By Kathleen Manion,
IUP Human Resources Manager
When you assist customers, it’s important that you speak to them in a manner that is
perceived as positive and helpful. The words you choose and the confidence with which you speak will
let your customers know you’re ready, willing, and able to help. The six simple steps below will help you
shine as a service star:
1. Be polite. Simple courtesy is the first step to
quality customer service. Use the customer’s name as appropriate (e.g., Dr. Smith, Mrs. Jones, Kyle, Brianne), and always say please
and thank you.
2. Offer assistance. Smile, make eye contact with the customer, and promptly offer your
assistance in a warm and friendly manner using a phrase like, “Hi! How may I help you?”
3. Listen carefully. Give your full attention to the customer, listening for both the problem and
their feelings about it. Use phrases like, “I see ....” and “Let me make sure I understand ....” to
show you are listening carefully and want to understand their concern.
4. Let them know you care. Be sure your tone of voice and body language express interest,
understanding, and concern. If you are working with a customer over the phone, your tone of
voice is especially important. A good telephone voice is strong and alert, expressive and
pleasant, distinct and clear. Avoid dismissive or judgmental remarks as they are hurtful and
elicit negative reactions from customers. Here are some phrases that can help you create a
Words to Say Words to Avoid
• Thank you for bringing this to my attention.
• I can see why you’re upset.
• I’m very sorry you have been inconvenienced
….let’s see what we can do to resolve this.
• That’s a good question. I’m glad you asked!
• I’m glad you stopped by to check on this.
• You’ve come to the right place!
• I’ll be glad to take care of that.
• If you run into any other problems like
this, be sure to get in touch with our office
• What were you thinking?
• You should know by now….
• Why didn’t you...?
• Don’t be silly!
• You shouldn’t feel….
• You’ve got to be kidding!
• I don’t know why you would think that.
• Sorry ‘bout that.
• I don’t know why she would have told you that!
• Oh, well… there’s always next semester!
5. Focus on the positive. Whatever the situation, always present things in a positive
light and focus on what you can do, not on what you can’t do. Here are some phrases that can
help you keep a positive focus.
Words to Say Words to Avoid
• Here’s what I can do....
• I will take care of this personally.
• May I make a suggestion? (be sure to wait for their response)
• I can either do A or B. Which would you prefer?
• Here are some options....
• Let me check on that right now….
• Here’s what I will do….
• I can’t….
• There’s no way….
• It’s against our policy….
• We don’t allow….
• That’s not my job….
• I’m not sure….
• I don’t know….
• There’s nothing I can do.
• You’ll never….
• You can’t….
• Why? Because that’s what my boss said!
6. Check for Satisfaction. Before you close the interaction, check with the customer to see if
she or he is satisfied with the outcome. To do this, ask “Does this work for you?” “Does that
take care of everything?” or “Is there anything else I can help you with today? Then be sure to
listen for the customer’s response and take further action if he or she is still not completely
Post these six simple steps at your workplace and review them regularly as you work with customers so
that you become comfortable using them. Soon you will reach a point where you have truly made them
your own, and your interactions with customers will proceed without your consciously thinking about the
steps. At that point, give yourself a hearty pat on the back, as you will have achieved a competency in
customer care and service that makes you a shining example of a Service Star!
This summer I had the opportunity to represent the Office of Service Learning by giving student seminar
presentations during orientation. In this unique method of presentation, I was able to not only
address the transition from high school to college but also impress upon the students the necessity to
include volunteerism as a part of their college experience. All of this can of course be done by
utilizing the programs and services offered by the Office of Service Learning. I will admit that this form
of presentation was no easy task, but I embraced it openly and willingly to give it the good old “college
try”. What I discovered was how most students took my message to heart and truly realized what I was
saying had some truth to it.
It is important for all students to realize the heart of this message and that is college is not just about
academics. There are many other components to one’s college experience. One major component is
realizing that in order to begin building a resume and gaining valuable career skills, sometimes the
experience needs to be taken out of the classroom setting. Of course such skills can be developed
through course work as well as part-time jobs, but my goal is to assist students in realizing that there are
other ways to broaden these skills, one of which is volunteerism. A selling point for this concept with
most students is being able to recognize that participation in community service combines both
academics and socialization. These two key components in student development throughout
higher education are almost always on the mind of college students. By relating the concept of
volunteerism in this way it is easy to see how it can be viewed in a different and positive light.
Community service, while it can mean different things to different people, is thought of in a university setting
to be a method of building career skills, increasing academic knowledge, developing professionally and
also an engaging and fun involvement in the world around us.
As I pointed out earlier, grasping the positive and beneficial concepts of community service is not
always an easy venture. However, I plan on presenting the concept of volunteerism leading to
valuable career building skills as well as expanding on current abilities to students throughout the school
year. I hope this will lead to more students realizing what an important and key aspect volunteerism is to
one’s college and career success. After all…higher education is about more than just academics.
We would greatly appreciate if you would drop any comments you may
have via e-mail to
email@example.com. Please tell us what you like or dislike, and share your
ideas with us for future newsletters!
September14 Accounting Career Day
21 Community Involvement Fair
26 Parachute Bus Tour
15 Into the Streets
24-25 Fall Break
November10 Fall WestPACS Job Fair
23-27 Thanksgiving Break
12 End of Classes
13-17 Final Exams
The Student Employment Center wishes to thank all of the contributing writers. Your efforts are greatly
appreciated. We also thank those who encouraged others to write. Thank you for taking time out of your
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busy schedules to assist the Student Employment Center in preparing student employees for success.