Student leadership in conduct symposiumonline

  • 326 views
Uploaded on

Marcelle Mullings Student Leadership in Conduct

Marcelle Mullings Student Leadership in Conduct

More in: Education , Business
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Be the first to comment
No Downloads

Views

Total Views
326
On Slideshare
0
From Embeds
0
Number of Embeds
2

Actions

Shares
Downloads
8
Comments
0
Likes
1

Embeds 0

No embeds

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
    No notes for slide
  • 41 standards based on profession areas Counselling, Career services, Academic advising, Student Activities, Student Leadership, Registrarial services, 6 domains listed here are not exclusive to student conduct programs – they apply to all student leadership programming areas- incumbent on individual conduct programs to adjust learning outcomes to suit their program and processLearning outcomes may be adjusted based on the roles that student leader plays in the processStudent Leader who is acting as an advocate may have a slight different set of learning outcomes than say someone is who makes decisions on their own or sitting as a part of a panel or another student who is doing educational awareness programming

Transcript

  • 1. CRC Campus Chaplaincy, University of Toronto Marcia BoniferroOffice of Student Conflict Resolution, York University Marcelle Mullings
  • 2. STUDENT LEADERSHIP MODELSHow are student leaders involved in the conduct process at your campus?
  • 3. STUDENT LEADERSHIP MODELSStudent Conduct Boards  Peer Conduct Boards  Peer Appeal Boards  Mixed Conduct Boards (Staff & Faculty)Administrative Hearings  Adjudicate cases  Co-adjudicate with staff  Student residence life staff able to assign sanctionsAdvocacy/Advising  Assist students to understand conduct process  Provide support at hearings
  • 4. STUDENT LEADERSHIP MODELSRestorative Justice Processes  Mediation  CirclesMentoring  One-on-One Peer Support  Two-on-One ModelsEducation/Awareness Campaigns
  • 5. CROSS-CANADA SURVEYSurvey of 16 Canadian Universities shows…  12 - Peer Conduct/Appeal Boards  11 - Mixed Boards  8- Peer Conduct Advisors  4 - Student Residence Life Staff able to assign sanctions  1 – Adjudicate cases  1 - Education / Awareness
  • 6. 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?
  • 7. 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
  • 8. BENEFITS OF INCLUDING STUDENTLEADERS IN CONDUCT PROCESS Encourages 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
  • 9. RESEARCH STUDYChassey, Richard A. “Development of Critical Thinking Skillsamong Student Judicial Board Members.” Journal of StudentConduct 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
  • 10. RESEARCH STUDY“…the correlations indicate that the increase in criticalthinking ability was more closely associated withnumber of semesters of board membership than withclass year. This suggests it is membership on a board,not a board member’s academic experience, that wasdriving the increase in critical thinking ability.” (Chassey, 2009)
  • 11. RESEARCH STUDY“Learning how to take the perspective of others andhow to listen effectively were consistent themes acrossthe responses to the survey. This suggests experienceas a board member breaks through the lingeringegocentrism sometimes found in late adolescents andyoung adults.” (Chassey, 2009)
  • 12. CHALLENGES OF INCLUDINGSTUDENT LEADERS IN CONDUCTWhat are the challenges ofincluding student leaders in thethe student conduct process?
  • 13. CHALLENGES OF INCLUDING STUDENT LEADERS IN CONDUCT Lack of maturity to address challenging/complex cases Intimidated by student participants Scheduling High rate of turnover Inability to ask necessary/pertinent questions Tendency towards black/white thinking Gender imbalance
  • 14. STUDENT LEADERSHIP BEST PRACTICES1. Learning Outcomes2. Assessment/Evaluation3. Training4. Ongoing Professional Development5. Encouragement/Affirmation
  • 15. 1. Learning OutcomesPerspective Taking Open MindListening to Others Calm EmotionsWorking with Others ResponsibilityCritical Thinking LeadershipConfidence PersuasionCommunication ObjectivityPatience Empathy (Chassey, 2009)
  • 16. 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 application  Cognitive complexity  Intrapersonal development  Interpersonal competence  Humanitarianism and civic engagement  Practical competence (ex. communication skills, professionalism)
  • 17. 2. Assessment/EvaluationCONTENT Learning and development of student conduct board members and advisers/mentors/educators Effects of educational programming/campaigns Effectiveness of student conduct boards targeting special groups (e.g. residence and student organizations) Recidivism ratesFEEDBACK From student leaders about student conduct system From student participants in conduct processes From staff and faculty involved in conduct cases From persons harmed in cases
  • 18. Assessment/Evaluation CAS suggests periodic performance evaluations of individual hearing boards including:  Whether student conduct boards accurately follow the institution’s procedural guidelines  General impressions of the student conduct system according to students, faculty, staff and the community  Developmental effects on students and student conduct board members  Annual trends in case load, rates of recidivism, types of offenses, efficacy of sanctions  Effects of programming designed to prevent behavioural problems  Unique aspects of special function or special population student conduct boards (eg. student organization boards, residence boards) (CAS, 2009)
  • 19. Assessment/Evaluation CAS suggests the assessment process include:  Establishing a process and review team (staff, faculty and students)  Compiling and reviewing documentary evidence  Judging performance  Creating action plan for future improvements (CAS, 2009)
  • 20. 3. TrainingTraining for Student Conduct Boards could/should include:Content Philosophy Critical Thinking Process Preparation Hearing Decorum Questioning Skills Evidence Standards of Proof Sexual Misconduct / Relationship ViolenceFormat Retreats Multiple Training Days Mock Hearings (National Centre for Higher Education Risk Management, 2011)
  • 21. Conduct Board Training An overview of all judicial policies and procedures An explanation of the operation of the judicial process at all levels including authority and jurisdiction An overview of the institution’s philosophy on student conduct Roles and functions of all student conduct bodies and their members Review of constitutional and other relevant legal rights and responsibilities An explanation of sanctions An explanation of pertinent ethics (ex. privacy, bias) A description of available personal counseling programs and referral sources An outline of interactions which may involve police, attorneys, witnesses, parents, media An overview of developmental and interpersonal issues likely to arise amongst students (CAS, 2009)
  • 22. Other TrainingTraining for Advisers/Mentors/Educators could include:Advising/Mentoring PhilosophyCommunication SkillsHelping ConversationsDiversityCitizenshipCommunication Campaigns  Enough is Enough
  • 23. 4. Ongoing Professional Development Asking Questions Writing Reasons Decision Letter Writing Restorative Justice Conflict Resolution LGBT Awareness Diversity Mock Hearings
  • 24. 5. Encouragement / Affirmation Mid/End of year celebrations Certificates Awards nights/ceremonies Co-curricular transcript
  • 25. 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.cfmDublon, 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.
  • 26. QUESTIONS?