student leadership in conduct symposiumonline
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Student Leadership in Conduct Administration
CRC Campus Chaplaincy, University of TorontoMarcia Boniferro
Office of Student Conflict Resolution, York UniversityMarcelle Mullings
STUDENT LEADERSHIP MODELS
How are student leaders involved in the conduct
process at your campus?
STUDENT LEADERSHIP MODELSStudent Conduct Boards
Peer Conduct BoardsPeer Appeal BoardsMixed Conduct Boards (Staff & Faculty)
Administrative HearingsAdjudicate cases Co-adjudicate with staff Student residence life staff able to assign sanctions
Advocacy/Advising Assist students to understand conduct processProvide support at hearings
STUDENT LEADERSHIP MODELSRestorative Justice Processes
MediationCircles
MentoringOne-on-One Peer SupportTwo-on-One Models
Education/Awareness Campaigns
CROSS-CANADA SURVEYSurvey of 16 Canadian Universities shows…
12 - Peer Conduct/Appeal Boards11 - Mixed Boards8 - Peer Conduct Advisors4 - Student Residence Life Staff able to assign
sanctions1 – Adjudicate cases1 - Education / Awareness
BENEFITS OF INCLUDING STUDENT LEADERS IN CONDUCT PROCESS
What are the benefits of including student leaders in the student conduct process at the University level?
BENEFITS OF INCLUDING STUDENT LEADERS IN CONDUCT PROCESS
More inclusive process if representatives of all community members involved
Shared responsibility for success of community
Student engagement/investment in campus life
Students may perceive that University is taking them more seriously and that their views are valued
BENEFITS OF INCLUDING STUDENT LEADERS IN CONDUCT PROCESSEncourages student self-governance
Helps to rebut notion of us against them (staff versus students/student organizations)
Enjoyable for student conduct professionals to be exposed to student leaders as well as struggling students
RESEARCH STUDYChassey, Richard A. “Development of Critical Thinking Skills among Student Judicial Board Members.” Journal of Student Conduct Administration, 2009.
Extensive review revealed only 3 studies on student board members
Chassey’s own research showed: Rapid change in cognitive and communication skills
amongst student board members Significant increase in their level of critical thinking
ability over academic year Increase in self-reported skills:
Perspective taking Listening to others Working with others Improved confidence
RESEARCH STUDY
“…the correlations indicate that the increase in critical thinking ability was more closely associated with number of semesters of board membership than with class year. This suggests it is membership on a board, not a board member’s academic experience, that was driving the increase in critical thinking ability.”
(Chassey, 2009)
RESEARCH STUDY “Learning how to take the perspective of
others and how to listen effectively were consistent themes across the responses to the survey. This suggests experience as a board member breaks through the lingering egocentrism sometimes found in late adolescents and young adults.”
(Chassey, 2009)
CHALLENGES OF INCLUDING STUDENT LEADERS IN CONDUCT
What are the challenges of including student leaders in the the student conduct process?
CHALLENGES OF INCLUDING STUDENT LEADERS IN CONDUCT
Lack of maturity to address challenging/complex cases
Intimidated by student participantsSchedulingHigh rate of turnoverInability to ask necessary/pertinent questionsTendency towards black/white thinkingGender imbalance
STUDENT LEADERSHIP BEST PRACTICES
1. Learning Outcomes2. Assessment/Evaluation3. Training4. Ongoing Professional Development5. Encouragement/Affirmation
1. Learning Outcomes
Perspective Taking Listening to OthersWorking with OthersCritical ThinkingConfidenceCommunicationPatience
Open MindCalm EmotionsResponsibilityLeadershipPersuasionObjectivityEmpathy
(Chassey, 2009)
RESEARCH TOOL Council for the Advancement of Standards in
Higher Education (CAS). CAS Self Assessment Guide for Student Conduct Programs. CAS: 2009.
Suggested learning outcomes include:Knowledge acquisition, integration, construction
and applicationCognitive complexityIntrapersonal developmentInterpersonal competenceHumanitarianism and civic engagementPractical competence (ex. communication skills,
professionalism)
2. Assessment/EvaluationCONTENTLearning and development of student conduct board
members and advisers/mentors/educatorsEffects of educational programming/campaignsEffectiveness of student conduct boards targeting special
groups (e.g. residence and student organizations)Recidivism ratesFEEDBACKFrom student leaders about student conduct systemFrom student participants in conduct processesFrom staff and faculty involved in conduct casesFrom persons harmed in cases
Assessment/EvaluationCAS suggests periodic performance evaluations of individual
hearing boards including:Whether student conduct boards accurately follow the
institution’s procedural guidelinesGeneral impressions of the student conduct system according
to students, faculty, staff and the communityDevelopmental effects on students and student conduct board
membersAnnual trends in case load, rates of recidivism, types of
offenses, efficacy of sanctionsEffects of programming designed to prevent behavioural
problemsUnique aspects of special function or special population
student conduct boards (eg. student organization boards, residence boards)
(CAS, 2009)
Assessment/EvaluationCAS suggests the assessment process
include:Establishing a process and review team (staff,
faculty and students)Compiling and reviewing documentary
evidenceJudging performanceCreating action plan for future improvements
(CAS, 2009)
3. Training Training for Student Conduct Boards could/should include:Content Philosophy Critical Thinking Process Preparation Hearing Decorum Questioning Skills Evidence Standards of Proof Sexual Misconduct / Relationship Violence
Format Retreats Multiple Training Days Mock Hearings
(National Centre for Higher Education Risk Management, 2011)
Conduct Board TrainingAn overview of all judicial policies and proceduresAn explanation of the operation of the judicial process at all levels
including authority and jurisdictionAn overview of the institution’s philosophy on student conductRoles and functions of all student conduct bodies and their membersReview of constitutional and other relevant legal rights and
responsibilitiesAn explanation of sanctionsAn explanation of pertinent ethics (ex. privacy, bias)A description of available personal counseling programs and referral
sourcesAn outline of interactions which may involve police, attorneys,
witnesses, parents, mediaAn overview of developmental and interpersonal issues likely to arise
amongst students(CAS, 2009)
Other Training Training for Advisers/Mentors/Educators could include:Advising/Mentoring PhilosophyCommunication SkillsHelping ConversationsDiversity CitizenshipCommunication Campaigns
Enough is Enough
4. Ongoing Professional DevelopmentAsking QuestionsWriting ReasonsDecision Letter WritingRestorative JusticeConflict ResolutionLGBT AwarenessDiversityMock Hearings
5. Encouragement / AffirmationMid/End of year celebrationsCertificatesAwards nights/ceremoniesCo-curricular transcript
BIBLIOGRAPHYChassey, Richard A. (2009). “Development of Critical Thinking Skills
among Student Judicial Board Members.” Journal of Student Conduct Administration. Longwood University.
Commission for Student Conduct and Legal Issues of the American College Personnel Association (ACPA). (2010). Student Conduct Board Manual and Reference. Retrieved from http://www2.myacpa.org/publications/internal-publications.
Council for the Advancement of Standards in Higher Education (CAS). (2009). CAS Self Assessment Guide for Student Conduct. Retrieved from https://store.cas.edu/catalog/index.cfm
Dublon, Felice. (2008). “Demystifying Governance: The Influential Practitioner.” Student Conduct Practice: The Complete Guide For Student Affairs Professionals. James M. Lancaster and Diane M. Waryold, eds. Stylus.
Pavela, Gary. (2008). “Can We Be Good Without God? Exploring Applied Ethics with Members of Student Conduct Hearing Boards.” Student Conduct Practice: The Complete Guide For Student Affairs Professionals. James M. Lancaster and Diane M. Waryold, eds. Stylus.
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