KEY STUDENT MANAGEMENT POLICIES (CONT’D) Violence (O-2.5) Guidelines for SIAST Faculty, Staff and Students for Resolving Student concerns (POP Manual #7.4) Student Conduct (A-2.5) Student Appeal (A-2.7)
WHERE TO LOCATE POLICIESwww.siast.sk.ca Click on “About SIAST” Click on “Policies and Procedures” Full alpha listing/listing by policy grouping: - G series (Governance) - A series (Academic) - O series (Operations and Administrative services)
SETTING THE CONTEXTAuthority to set rulesObligated to take actionComply with rules of procedural fairnessConsider concerns when disagreement
SETTING THE CONTEXT (CONT’D)Contractual relationship and legallybinding: Contract: Students pay a fee, SIAST delivers quality training that qualifies student for employment SIAST defines the rules Students have a right to challenge
SETTING THE CONTEXT (CONT’D) Two Key Principles: Right to be heard Right to an unbiased decision
PROCEDURAL FAIRNESS Objective decision making Protecting the rights of individuals Enhancing public confidence in process Applies to daily interactions and processes
STUDENT RESPONSIBILITIES Conduct themselves in respectful, safe, healthy and educationally conducive manner Uphold values and standards of academic integrity Be aware of standards and policy
STUDENT RIGHTS An educational environment conducive to student success Clear and unambiguous communication of standards and policy Consistently applied standards and policies Presumed not to have committed a breach until decision-makers have established a breach has occurred Right to appeal
STUDENT CONDUCT POLICY A-2.5PURPOSE: Positive and safe learning environment SIAST will take action to restore or protect learning environment Describes academic misconduct and non-academic misconduct Outlines procedures/disciplinary measures
STUDENT CONDUCT POLICY (A-2.5) (CONT’D)Academic and non-academic misconduct may be subject to discipline; Disciplinary action will be progressive.
PROCEDURES FOR ADDRESSING ACADEMIC MISCONDUCT Allegations made known to student (or students, individually) Instructors to inform program head Evidence must be presented and student given opportunity to respond If suspected misconduct occurred, discipline (using progressive model) will be taken. Communicate in writing and document in official file
ACADEMIC MISCONDUCT CONSEQUENCES Grade reduction or loss of course credit Academic misconduct reprimand Academic misconduct probation Academic misconduct suspension Academic misconduct expulsion
PROCEDURES FOR ADDRESSING NON-ACADEMIC MISCONDUCT Document Details Inform student Meet within 5 days of incident (severe should be immediate) If group of students, meet individually with each student Student(s) may bring support (SA, classmate)
PROCEDURES FOR ADDRESSINGNON-ACADEMIC MISCONDUCT (CONT’D) Evidence discussed directly with student Student given opportunity to respond Consequences follow principles of progressive discipline Communicate in writing and document in official file
STUDENT APPEAL POLICY (A-2.7)Students will appeal despite your best efforts.Decision to have a student appeal proceed does not mean you did anything wrong.
STUDENT APPEAL POLICY (A-2.7)Any disciplinary or performance rulings that impact the education of a student may be subject to appeal.
STUDENT APPEAL POLICY (A-2.7) (CONT’D)Reasonable grounds for a hearing: Alleged misapplication of procedural regulations or policy Alleged inconsistent, discriminatory, or arbitrary use of regulation and/or determination of a penalty New evidence that could impact findings
STUDENT STATUS DURING APPEALStudent may continue in program unless: Detrimental to environment; Student’s personal safety; or Safety of others.
STUDENT APPEAL POLICY (A-2.7)Staged Resolution Approach: Focus on early resolution (Original Decision Maker and Student Level One Appeal – Immediate Supervisor) Level Two Appeal – Campus Appeal Committee Level Three Appeal – SIAST Appeal Committee (Decision Final and Binding)
STUDENT APPEAL POLICY (A 2.7) (CONT’D)Appeals not covered in this policy: Admission decisions Grade appeals (unless biased, unfair treatment) PLAR and transfer credit
SUMMARY Early resolution Transparent decision-making Procedural fairness
ACKNOWLEDGMENT AND SPECIAL THANKS TO:Alison Pickrell for David Hannah for his work: sharing her Student-institution legal previous relationships in colleges presentations in and universities in the this area. common law provinces of Canada: An analysis of case law from 1982 toLynn M. Smith for 1994. (Unpublished her work: doctoral thesis, doctoral Procedural thesis, BGSU) Fairness for University and College Students, (CACUS S, 1998).