1. STUDENT ADVOCACY – HOW DOES IT WORK?
Office of the VP Academic
May 2016
At times, students may encounter a problem or issue about their educational experience or
needs direction. Typically, there are two types of concerns: academic and non-academic. These
do not have to be mutually exclusive. Some concerns, such as instructor/student relations, can
be primarily non-academic while still having an effect on academics.
examples of academic concerns can include, but are not limited to:
 academic misconduct (ie. cheating, plagiarism)
 grading and progression (ie. appeals)
 learning accommodations for students with disabilities
examples of non-academic concerns can include, but are not limited to:
 harassment, discrimination, violence
 funding resources
 concerns with services provided by the institution
The SAIT Students’ Association (SAITSA) offers an important service in which students are
able to access our knowledge of institutional policy and procedures to help them address their
concerns. While we primarily represent students, members of the institution can seek advice
or input from us on matters pertaining to the student perspective.
Advocacy is carried out by empowering students through advising and building relationships
with members of the SAIT community.
GOVERNING PRINCIPLES
 Our primary commitment is to represent students.
 We are a resource to empower students. We are not lawyers and cannot give legal
advice or act as legal representation.
 We develop and maintain a professional, respectful relationship with all members of the
SAIT community.
 We cannot bypass existing policies and procedures to resolve student issues.
 We cannot force or overturn a decision made by the institution.
 We respect the rules of confidentiality.
 We respect the decisions of students.
CORE RESPONSIBILITIES
 To listen to student concerns and help students identify available options and courses
of action.
 To inform students of institutional policies and procedures relevant to their situation.
 To support students throughout the process, which may include attending meetings
with them and facilitating communication discussions with SAIT.
 To identify problems where changes can be recommended to outdated or ineffective
SAIT academic policies and procedures.

2. STUDENT ADVOCACY – HOW DOES IT WORK? (continued…)
Office of the VP Academic
May 2016
SAIT DEPARTMENTAL STRUCTURE
Understanding departmental structure is key to knowing how decisions are made at SAIT and
identifying who the decision makers are. The challenge is that departmental structure can
vary— meaning some positions that exist in one school’s structure might not be available in
another. Continuing Education and Distance Education also have their own departmental
structures. Departmental structures are also subject to change at any given time.
It is important to respect the chain of command. Always look at the instructor level first, and
then move up through the appropriate levels as necessary if a student feels their concern is not
adequately dealt with.
A typical structure looks like this:
Instructor  Academic Chair/Coordinator  Dean
In some schools, structure can look like this:
Instructor  Academic Advisor  Academic Chair/Coordinator  Associate Dean  Dean
For Continuing Education and Distance Education, structure looks like this:
Instructor  Program Coordinator  Dean
STEPS TO TAKE WHEN A STUDENT CONTACTS SAITSA
1. Document the student’s program, year of study, and how the student came to know of
SAITSA’s advocacy service. Collecting data is important to be able to identify trends
and preserve institutional memory.
2. Establish the boundaries— inform the students of the rules of confidentiality and the
role of the advocate.
3. Listen to the student and determine the nature of their concern. Sometimes a student’s
concern may consist of multiple components—it is important to be able to identify
these so the student can be provided with options relevant to each component.
4. Identify institutional policies and procedures relevant to the concern(s) presented.
5. Advise the student of their options and the processes related to them.

3. STUDENT ADVOCACY – HOW DOES IT WORK? (continued…)
Office of the VP Academic
May 2016
WHAT IS FAIRNESS?
“It’s not fair!” we often hear. Fairness is not always simple. It does not always mean that
everyone gets what they want or that they get the exact same thing. Fairness may depend on a
situation, specific events, and external factors.
A student can expect support and guidance, where appropriate and reasonable, including the
support of the SAIT Students’ Association. We improve fairness for students by being a
resource to inform them of their rights, responsibilities, and what is at stake. We improve
fairness for students by being an objective observer at the table whenever they need to meet
with SAIT.
A fairness triangle is a tool that can be utilized to better understand what concerns students
have about decisions that impact them. It can be utilized when observing or facilitating
meetings between students and SAIT.
The three sides of the triangle are interrelated. If one of the components is weak, it will have a
bearing on the perception of fairness.
Procedural fairness is about the process for arriving at a decision.
 Has the institution followed the proper processes outlined in their policy and procedures?
 Has reasonable notice been provided to the student that a decision is to be made?
 Does the student have sufficient information to know what is required of them?
 Has the student been provided with an opportunity to present their views and to be heard?
 Has a decision been rendered in a reasonable timeframe?
 Have clear and appropriate reasons for the decision been provided?
Substantive fairness is about if a reasonable decision was made by the appropriate body.
 Is the appropriate body or authority making the decision?
 Is the decision based on factual and relevant information?
 Is the decision unreasonable, oppressive, or discriminatory?
Relational fairness governs how a student is treated during the decision-making process.
 Is the student being listened to?
 Is the student being treated with respect?
 Are the rules of confidentiality being followed?
 Is the student informed of resources available to
them for support?
SUBSTANTIVE
PROCEDURAL RELATIONAL

4. STUDENT ADVOCACY – HOW DOES IT WORK? (continued…)
Office of the VP Academic
May 2016
RULES OF CONFIDENTIALITY
When a student approaches SAITSA, it should be communicated to them that the consultation
remains confidential unless:
 The student opts for SAITSA to make an enquiry into their concern. Until then, we will
only have their perspective of the matter. In order to fully assess a student’s concern, it
is necessary for SAITSA to know the institution’s perspective as well. To do so, a
student must consent for their name and details of their consultation to be divulged to
parties outside of SAITSA.
 There is a belief of imminent harm to the student or another member of the SAIT
community, in which we would report these situations to the appropriate authorities.
GROUP CONSULTATIONS
We typically do individual one-on-one consultations, but when more than one student wants
to be involved in a matter, group consultation may be a more efficient use of time.
 Group consultations are best conducted in-person.
 Confidentiality cannot be fully guaranteed in group consultations, but it is important to
explain the importance of confidentiality to all participants.
 Some students participate in group consultations to show support for their peers but do
not want to be involved in an enquiry. It is important to explain to the group that each
individual can decide whether or not they would want to be involved in an enquiry.
Whatever they decide should be respected by the other participants.
WHEN ACTING ON BEHALF OF A STUDENT IS NECESSARY
The clause preventing SAITSA from speaking or making comments during a meeting was removed in
the September 2015 revision of the Student Code of Conduct.
Conflict resolution is inherently an uncomfortable process. SAITSA’s role is to coach and
guides students through this process. The student should act and speak on their own behalf
whenever possible but SAITSA can act or speak on behalf of a student where appropriate.
Some students do not receive timely responses to their inquiries to SAIT administration. A
reasonable and timely response is 3-4 business days. As SAITSA typically has an established
relationship with members of SAIT, with the student’s consent, we can assist by sending a
follow-up email requesting a meeting on behalf of the student. Some students have trouble
with communicating during a meeting due to language barriers or distress, and there may be
times a student is spoken to disrespectfully. SAITSA can elect to speak on the student’s behalf
during a meeting if this occurs.

5. STUDENT ADVOCACY – HOW DOES IT WORK? (continued…)
Office of the VP Academic
May 2016
Guide to Unexpected Situations
There may be some situations that are difficult or complicated. The key is to remember your
commitment is to the student.
Calls or visits from concerned parents/family members
In the event a concerned family member contacts you with regards to a student’s situation, the
appropriate response is to acknowledge their concerns and refer them to another resource for
support.
Key phrases to direct the conversation:
 It’s okay to have concerns over your son/daughter.
 I can imagine that this may be a stressful situation for your family.
 I understand what you are asking but I can’t answer that because I am expected to maintain
confidentiality. The best person to answer your question would be your son/daughter.
 Because we are a service for students, what I can do is refer you to a service that can provide
personal support. The Eastside Family Centre (403-299-9696) provides free walk-in
counselling for the public Monday to Saturday at no cost.
Requests by SAIT faculty member that SAITSA recuses themselves from a meeting
In the event you are requested (directly or indirectly) to remove yourself from a discussion or
meeting where a student is in attendance, the appropriate response is to inform the faculty member
that the student has the right to seek support from SAITSA. Be firm. Only the student can decide if
they do not want SAITSA’s presence.
Key phrases to direct the conversation:
 I’m here to support the student at their request. My job is to provide peer support and advice for
the student, as well as observe the conversation.
 I can imagine you may want time to consider this matter. Would there be a better date or time
to reschedule this meeting?
The student asks about or mentions the involvement of legal representation in their matter
SAITSA is here to guide students through the internal processes of the institution. We are not
bound to be a student’s sole representative and it is okay for a student to explore their options.
Key phrases to direct the conversation:
 SAITSA does not provide legal advice or legal representation.
 It’s okay if you want to explore the option of obtaining legal advice. What you need to know is
that SAITSA cannot work with your legal representative as it presents a conflict of interest for
our organization. In some cases, we may need to recuse ourselves from the matter. We will
continue to be here for you regardless of what decision you choose.

6. STUDENT ADVOCACY – HOW DOES IT WORK? (continued…)
Office of the VP Academic
May 2016
Consultation Checklist
Gather information and record data
□ How did they find out about the SAITSA student advocacy service? Source of referral?
□ What program & what year is the student currently registered in?
 (ask at the end of consultation) If in Year 2+, did they vote in the last election?
Why/why not? Now that they know what services SAITSA offers, would they
vote?
□ What is their student ID number?
Set the boundaries
□ All discussion remains confidential except:
 where the student consents for SAITSA to make enquiries into a case OR
 where there is a belief of imminent harm to the student or another member of the
SAIT community
□ SAITSA’s role is:
 to support and guide the student through processes and procedures.
 to provide advice and information to the student so the student can decide what
the best action is to take. This means that the SAITSA VPA will not tell the student
what to do or take action on the student’s behalf.
□ SAITSA reserves the right to refuse or discontinue work where complaints may be frivolous
or not brought in good faith
□ SAITSA will strive to assist all students but reserves the right to prioritize services to
student association fee-paying members.
Empower through advising
□ Tell me what you’ve already tried to do so I can think of how to help you.
□ Do you know you have the right to (student right)? What does that mean to you?
□ Do you know you have a responsibility to (student responsibility)? What does that mean to
you?
□ What’s the first step you think you need to take after this?
□ What other information do you think you need so you can move forward?