An online training moduleSponsoredStudent Organizations:Faculty Advisor Guide
Sponsored Student Organizations: Faculty AdvisingInformation Expectations Rules Resources The purpose of this module is to provide you with information that is critical to your success as an advisor and to the success of your student organization.
Information Oregon State University recognizes that sponsored student organizations are inherently linked to the University because of their role in enhancing education, representing OSU, and/or presenting events that are considered an integral part of the institution. In order to best support the learning of student leaders in our community, we have adopted a philosophical approach of partnership and collaboration with individual students and student organizations as “facilitators” in theinvolvement experience. As “facilitators,” faculty advisors work with administrators, faculty, and staff to support student organization members and leaders in making intelligent, fair, and reasonable choices within the boundaries established by state, federal, and local laws, university rules/policies, and the mission of the sponsoring unit. At Oregon State University, the Faculty Advisor is defined as “faculty, staff, or personnel responsible for maintaining relationship with a sponsored studentorganization that allows for education and development as well as administration of data collection and University policies, procedures, and guidelines” and serves as the primary “facilitator” to Sponsored Student Organizations.
Student Organization Philosophy Student organizations provide living laboratories in which leadership skills are gained and honed. They give students an opportunity to pursue their interests, to succeed, to fail, and most importantly, to grow. Classrooms don’t always provide the opportunity for responsible and accountable involvement that engagement with student organizations provides. Leadership is not merely a collection of skills; leaders must forge their style through experiences that allow them to build and apply organizational and individual capacities for the public good. Student organizations are one of the few opportunities students have to gain hands-on experience while working towards the public good. Oregon State University recognizes the contributions of Student Organizations in creating a compelling learning environment that prepares students to live in a multicultural society and work in a global community. The University recognizes that all students should have access to form and join organizations of their own choosing to enhance their educational experience, support holistic personal development and retention.In order to facilitate the development of these opportunities for involvement, the following values serve as a compass in determining theclassification and support for student organizations at OSU.• Alignment - As advisors, administrators, educators, students, and student organizations, we are aligned with the core mission and values of Oregon State University.• Access - We believe that a student’s ability to form and join organizations of their own choosing is a high priority. As a result, we are committed to having clear, visible, and student- friendly resources and processes that facilitate easy access. This is inclusive of, but not limited to: a mentoring relationship, advising, assistance with recruitment, and access to meeting and activity space.• Engagement - We recognize the value of co-curricular and academic involvement throughout the student experience and are dedicated to facilitating partnerships with students that support shared accountability, responsibility, and learning. Through engagement with student organizations, students develop leadership and organizational skills which enhance knowledge, holistic growth, community development, and student retention.• Health & Community - We support clubs and organizations that enhance our community by providing opportunities for leadership, learning, diversity, and social responsibility. The health of the community will be one of purposeful, open, safe, just, and celebrative outcomes that allow students and the campus to flourish in meeting institutional goals.
50 Years of University Student Relationships 1950 – In Loco Parentis Faculty Advisor’s Duty of Care 1960-70’s – Civil Rights Era As an advisor you assume these duties of care, and these duties 1980-2010 – Bystander Era include: 2010 – Duty Era 1. Training – it is important that you know and understand what kind The University has a duty to care of knowledge, skills, and abilities are needed for the students to be for the well-being of its students, successful in their endeavors, as well as play a role in identifying and the students have a duty to who is the most qualified person or persons to provide this training. care for themselves. The 2. Risk Management – this does not mean that you are expected to University and the students shareFacilitator Model have a crystal ball and know every possible situation that may arise; the responsibility for the actions however, you will be expected to provide reasonable care and of the students and their campus guidance regarding any foreseeable risk. This includes training on organizations. completion of risk management plans for activities, etc. 3. Advising, Direction, and Control – identification of the most appropriate person to advise, direct, or control the organization’s activities. It is not expected that, as the faculty advisor, you attend “The facilitator model adapts all organization meetings, activities, etc. However, you do have the business law to the unique responsibility for knowing that the proper advising and direction and university community and to each college uniquely” (Bickel control of actives is being provided by qualified individuals. and Lake 1999: Rights and 4. Equipment, Facilities, and Finances – resource access by student Responsibilities of a Modern organizations are governed by laws, statutes, policies, and University). procedures. Faculty advisors are responsible for identification of and engagement with all of these to ensure that students can meet or exceed the University Standard of Care.
Guiding Boundaries: • Mission and values of the Duty Era – Finding Balance • University and Sponsoring Unit University and student rules • Local, state, and federal laws The facilitator university model is a philosophical • University Standard of Care and Procedures approach to working with students in the Duty Era. • Organization governing While the university has the responsibility of documents ensuring that students are prepared and capable of • Administrative documents from making fair, intelligent, and reasonable decisions,Facilitator Model affiliated local or national the students also assume responsibility for their organizations actions and decisions. A facilitator university seeks shared responsibility, “ The vision of the facilitator university model illustrates what is reasonable and the goal for advisors is to find a balance and positive in the relationships among students, universities and the legal between directly guiding the organization and system… A legal paradigm that asks colleges to exercise reasonable allowing students to guide the organization care…and asks students to be accountable… is fair, balanced and themselves. Facilitation of student organizations also safer, and contributes to a sense of community” (Bickel and Lake 1999: implies an appropriate and reasonable degree of Rights and Responsibilities of a Modern University). risk. We want our students to take risks and try new things, provided that they do so within the guiding boundaries.