Revisiting DeBowes (2014), Student conduct administrator knowledge of the statistical reporting obligations of the Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act

Ameila Wood, Western Illinois University Student Activities Office Manager

The title may be a mouthful, but this insightful study was awarded the 2015 Dissertation of the Year Award from ASCA. The research and study instrument asking to classify and score Clery Act offenses accurately was also shared in the Director's track of the 2015 Gehring Academy. Fortunately, we didn't have to reveal our answers because, if we had, I wonder how many of us would have aced that quiz. After all, this is what student conduct professionals are tasked with as a part of conduct work, right? 

Best Practices: What is an Attorney's Role in the Student Conduct Process?

As professionals working in higher education, we are faced with increasingly complex and difficult student conduct issues. One such complexity is understanding how to navigate when attorneys are (or should be) involved in student conduct cases.

Should We Invest in Trauma-Informed Practice?

Professionals working in student conduct have heard the term “trauma-informed” with increasing regularity over the last few years. There has been some debate whether trauma-informed is akin to a post-DCL buzz-word or an investigatory and adjudicatory technique that will have lasting influence on our practice. Throughout the course of the next nine months, the Community of Practice on Sexual Misconduct and Title IX (the COP) will be engaging in an ongoing conversation about the application of the trauma-informed practice to the work of student conduct professionals. We intend to share that conversation with the membership in a number of venues during that time. Our goal through this blog post is to provide an initial framework around the conversation, with the hope that you will return throughout the coming months to learn more. Let's start with some basic terminology.

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