Student leadership in conduct symposiumonline

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.

QUESTIONS?