ASCA - Association for Student Conduct Administration RSS Feed

Peter Lake- A Conversation on DCL & Policy Practices on 18-May-12 9:00 AM

Fri, 18 May 2012 16:00:00 GMT

Peter Lake- A Conversation on DCL & Policy Practices
Start Date: 18-May-12 9:00 AM
End Time: 18-May-12 4:00 PM
Location: Pacific Lutheran University- University Center:Knutsen Hall, Tacoma, WA 98447
Speaker: Peter Lake

Event Details:

Join us for a full day of conversation around the current hot topics of Title IX, the Dear Colleague Letter, and best policy practices in the field. Peter Lake is a leading expert on higher education law and brings a perspective that continues to be an added value to the field. This will be a great opportunity to connect with colleagues around these topics of concern. Do not miss this opportunity to participate in the Pacific Northwest. (Notes to mention: Co-sponsored by Pacific Lutheran University, Seattle Pacific University, Evergreen State College and St. Martin's University.)

Also registration includes a continental breakfast and lunch

Pacific Lutheran University- University Center:Knutsen Hall

12180 Park Ave

Tacoma, WA 98447

Kentucky Drive-in on 23-May-12 10:00 AM

Wed, 23 May 2012 14:00:00 GMT

Kentucky Drive-in
Start Date: 23-May-12 10:00 AM
End Time: 23-May-12 3:00 PM
Location: Bellarmine University/ George G Brown Center, Louisville, KY 40205
Speaker: Michael Mardis

Event Details:

Come join your fellow student conduct administration in Kentucky as we gather to discuss current issues in our field. In addition to some time to interact as a group, there will be presentations on Behavior Intervention Teams from Mike Mardis, Dean of Students at U of L, as well as a legislative update and other timely conversations.

The $15 registration fee will pay for your lunch on campus at Bellarmine University.

Click here for an agenda

Bellarmine University/ George G Brown Center

200 Newburg RD

Louisville, KY 40205

Michigan Spring Drive In on 25-May-12 8:30 AM

Fri, 25 May 2012 12:30:00 GMT

Michigan Spring Drive In
Start Date: 25-May-12 8:30 AM
End Time: 25-May-12 4:00 PM
Location: Grand Valley State University, Allendale, MI
Speaker: Rob Bishop, Sarah Rose, Sara Dorer, Nancy Schertzing, Matt DeMonbrun & Bev Baligad

Event Details:

Click here to view the tentative schedule

Grand Valley State University

1110 Kirkoff Center

Allendale, MI

ASCA Central Office Closed on 28-May-12 8:30 AM

Mon, 28 May 2012 13:30:00 GMT

ASCA Central Office Closed
Start Date: 28-May-12 8:30 AM
End Time: 28-May-12 5:30 PM
Location: ASCA Central Office/Texas A&M University
Event Details:

The ASCA Central Office will be closed in observance of Memorial Day

ASCA Central Office/Texas A&M University

Things to Know for Your First Job in Student Conduct/Student Affairs on 31-May-12 2:00 PM

Thu, 31 May 2012 19:00:00 GMT

Things to Know for Your First Job in Student Conduct/Student Affairs
Start Date: 31-May-12 2:00 PM
End Time: 31-May-12 3:30 PM
Location: Webinar
Speaker: Linda Alvarez Alcantara; Matthew Page; Jason Thibodeaux

Event Details:

Things to Know for Your First Job in Student Conduct/Student Affairs

Thursday, May 31, 2012
2:00 pm – 3:30 pm EDT

As you prepare for a new professional position, what would you like to know? Have you started a new job and thought “if only I knew how….”? We have three new professionals, Matthew Page, Jason Thibodeaux and Linda Alvarez Alcantara from The University of Texas at Austin who will share their knowledge and experience with you.

Through their graduate studies and new professional career, the three have experience from Research, Private, and Public Institutions. During the webinar, Mathew, Jason, and Linda will discuss the following topics

• Navigating campus politics
• Negotiating interoffice politics
• How administration works
• Job related decision making
• Time management
• Working with faculty in a professional role
• Various other topics…..

Throughout the webinar, we will be encouraging participants to ask the panel questions. Graduate Students may attend this webinar for $25. ASCA professional members may attend for $99. Professional non-members may attend for $125.

Webinar

Being a Mentor and a Conduct Officer on 5-Jun-12 1:00 PM

Tue, 05 Jun 2012 17:00:00 GMT

Being a Mentor and a Conduct Officer
Start Date: 5-Jun-12 1:00 PM
End Time: 5-Jun-12 2:30 PM
Location: Webinar
Speaker: Michele Sheets, Oxford College of Emory University and Marc Bady , University of San Francisco

Event Details:

Being a Mentor and a Conduct Officer

Webinar

Tuesday, June 5, 2012

1:00 pm - 2:30 pm EDT

Do you consider yourself a mentor? Think about what you do throughout the day. This webinar will provide information on ways to turn the student conduct experience into a mentoring opportunity. You will also hear ways to mentor professionals in your office or others in higher education.

Michele Sheets, from Oxford College of Emory University and Marc Bady of the University of San Francisco will work with participants in this webinar to be able to:

1) Define and understand elements of mentoring suited towards the needs of the professional.
2) Identify communication styles that enhance learning opportunities with students.
3) Appreciate the value of understanding the students’ behaviors.
4) Learn appropriate follow up after initial conduct meetings.
5) Recognize the importance of developing relationships with students prior to conduct issues.

Throughout the webinar, we will be encouraging participants to ask our speakers questions. ASCA professional members may attend for $99. Professional non-members may attend for $125. Students may attend this webinar for $50.

Webinar

Student Organizations Institute on 27-Jun-12 1:00 PM

Wed, 27 Jun 2012 18:00:00 GMT

Student Organizations Institute
Start Date: 27-Jun-12 1:00 PM
End Time: 29-Jun-12 2:00 PM
Location: Washington University in St. Louis, St. Louis, MO 63130
Event Details:

Association for Student Conduct Administration (ASCA)
Association of College Unions International (ACUI)
National Association for Campus Activities (NACA)
National Intramural-Recreational Sports Association (NIRSA)

2012 Student Organizations Institute
June 27-29, 2012
Washington University in St. Louis

The number of student organizations on college campuses has grown significantly over the last decade and the need for greater support and oversight has increased at the same time. The 2012 Student Organization Institute will offer higher education professionals and student organization advisors the opportunity to deepen their understanding of the principles related to advising, risk management and student conduct to enhance their skills in these areas.

Institute participants will interact with facilitators and other participants to learn about both general and specific topics related to the culture, structure, resources, tools and techniques that will help them manage campus student organizations and their activities. Sessions will be structured in a variety of styles to allow for active learning.

NACA/ASCA/NIRSA/ACUI Student Organizations Institute Registration Fees
NACA/ASCA/NIRSA/ACUI members: $495 until May 18| after May 18 $565
Non-members $610 until May 18 | after May 18 $690
Final registration date is Friday, June 1, 2012

Registration for the Institute includes meals and housing in the Residence Hall on the Washington University in St. Louis campus.

For more information please visit http://www.naca.org/Events/Pages/soi.aspx

Registration opens Mon. April 2, 2012

Washington University in St. Louis

6475 Forsyth Ave

St. Louis, MO 63130

Florida Summer Drive-in Conference on 29-Jun-12 8:00 AM

Fri, 29 Jun 2012 12:00:00 GMT

Florida Summer Drive-in Conference
Start Date: 29-Jun-12 8:00 AM
End Time: 29-Jun-12 5:00 PM
Location: University of South Florida-Tampa Bay Campus-Marshall Student Center, Tampa, FL 33620
Speaker: various

Event Details:

This one day drive in for ASCA members in the state of Florida will cover topics of interest submitted by attendees in the morning. The afternoon times will provide for breakout sessions/presentations and discussion time about the direction of the state organization.

We will be organizing dinner on Thursday, June 28, 2012 and on Friday, June 29, 2012. Please indicate if you wish to be included in a reservation at your own cost for either or both nights.

For dinner and hotel accommodations at your own cost, please contact Cara Bernstein Chernoff at cchernoff@usf.edu

*This event is free to attend!

University of South Florida-Tampa Bay Campus-Marshall Student Center

4202 E. Fowler ave

Tampa, FL 33620

ASCA Central Office Closed on 4-Jul-12 8:00 AM

Wed, 04 Jul 2012 13:00:00 GMT

ASCA Central Office Closed
Start Date: 4-Jul-12 8:00 AM
End Time: 4-Jul-12 5:30 PM
Location: ASCA Central Office/Texas A&M University
Event Details:

Please note the ASCA Central Office will be closed Wednesday, July 4, 2012 in observance of Independence Day.

ASCA Central Office/Texas A&M University

(In)Visible Masculinities on Campus on 13-Jul-12 9:30 AM

Fri, 13 Jul 2012 13:30:00 GMT

(In)Visible Masculinities on Campus
Start Date: 13-Jul-12 9:30 AM
End Time: 13-Jul-12 4:30 PM
Location: Miami University, Shriver Center, Oxford, OH
Speaker: Dr. Tracy Davis & Ms. Rachel Wagner

Event Details:

When we engage male-identified students on campuses, it is often from a conduct model, a
“boys will be boys” approach, or a methodology that assumes that the privilege that comes
from being male-identified in America warrants less need for services, attention, and resources.

Research however, indicates that fewer men are entering college, graduating, and seeking advanced degrees. How can we better engage male-identified students and the variety of masculinities they represent? How can we assist male-identified students in seeking out masculinities that fit who they are and not what society tells them they should be? We invite you to a summit with some of the preeminent thinkers and scholars engaged in this work to learn more and to dialogue with colleagues from a cross-section of higher education
fields.

*CE credit will be available for psychologists (please contact Dr. John Ward at
wardja2@muohio.edu with questions)

Miami University, Shriver Center

701 East Spring Street

Oxford, OH

ASCA Central Office Closed on 16-Jul-12 8:30 AM

Mon, 16 Jul 2012 13:30:00 GMT

Start Date: 16-Jul-12 8:30 AM
End Time: 16-Jul-12 5:30 PM

ASCA Central Office Closed on 17-Jul-12 8:30 AM

Tue, 17 Jul 2012 13:30:00 GMT

Start Date: 17-Jul-12 8:30 AM
End Time: 17-Jul-12 5:30 PM

ASCA Central Office Closed on 18-Jul-12 8:30 AM

Wed, 18 Jul 2012 13:30:00 GMT

Start Date: 18-Jul-12 8:30 AM
End Time: 18-Jul-12 5:30 PM

Conduct Gets Costly

Allie Grasgreen - noemail@theasca.org — Fri, 24 Feb 2012 15:00:00 GMT

Most colleges that impose such fines for any conduct violations do so as a preventive and educational measure, and in many cases, it works. Institutions also tend to impose fines only for incidents that are illegal or very severe. So it would be unlikely to see a student fined $100 for, say, cheating on an exam. But when the rules do apply, the price can be steep.

At Temple University, while the code of conduct specifies that students can be fined for any violation, that rule is really invoked only in drug and alcohol incidents. The repercussions of getting caught (on- or off-campus) are enough to discourage even a gainfully employed person from taking a risk: $250 for the first offense, and $700 for the second.

Those dollar amounts have risen from $50 and $100, respectively, when the university adopted the “mandatory minimum” rule nearly 10 years ago. As it became clear that the penalties weren’t enough to deter violations, Temple raised the second-offense fine to $500 about five years ago. After that, violations started going down, but officials again raised the mandatory minimums during their regular code review in September 2009 -- and the reason might surprise you.

Andrea Caporale, Temple’s assistant vice provost for student affairs, recalls the students who sat on the review committee saying that the "fines were a joke: 'Students don’t care about fines that are low. If you make the fines higher, then they might have more of an impact.' ”

The fine hike, combined with aggressive advertising of the policy, seems to have worked: there has been a “drastic decrease” in second-time offenses over the years. (Another factor at play could be Temple’s medical amnesty policy, which promises no sanctions for students who call for help when a student is in danger.)

“There were a lot of other schools out there that were doing these mandatory minimums and we thought it would be a good deterrent…. It might keep students from even thinking about violating the code a first time,” said Caporale, although she wasn’t sure whether or by how much first-time violations have decreased. “What we really want is for them to learn from it, but the fine is a piece of it.” (Officials used to issue fines more broadly, but they narrowed use of the penalties when they began thinking such charges served no educational purpose.)

Ryan Holmes, president of the Association for Student Conduct Administration, said philosophies on conduct fees vary by institution. Those that use them tend to believe the results they produce are worthwhile, while others are turned off by the burden they might impose on students.

"Different campuses, they know their student population best and have come up with ways that best suit their campuses," said Holmes, who is also associate dean of students and director of judicial affairs at the University of Texas at El Paso. "There are some campuses that believe that the fines work and there are certain campuses, such as UTEP, that stay away from fines unless they have to do with restitution."

It depends in part on a college’s student population, Holmes said: "If you come from a well-off background, a fine might be a slap on the wrist," he said. But if you're less privileged, it might be “very punishing.”

And even though universities may have similarly written policies, that doesn’t mean they use them in the same way. In many cases, a code of conduct permits the issuance of fines for any violation. But most often, Holmes said, they are issued for incidents related to drug and alcohol use.

Institutions such as Shawnee State University in Ohio, meanwhile, have in their codes a fairly extensive list of things for which they might fine students: violations of alcohol policy, pets in campus housing, false fire alarms, tampering with fire alarms or extinguishers (and more).

But in practice, the university typically limits fines to violations that result in property destruction or other undue costs, or to those that violate state and federal laws.

“We have very few repeat offenders,” said Elizabeth Blevins, a Shawnee State spokeswoman. “Whether or not that is due to monetary sanctions is unknown.” Shawnee State, like Temple, would like to think the low number of repeat offenses is due to the educational sanctions that accompany a fine, such as mandated courses, materials or community service.

However, Shawnee State students likely share at least one qualm with those at Washington State: potentially having to pay two separate fines -- one to the state and one to the university -- for the same violation, if it’s illegal.

"When the student views this information, they view it as one more fee, one more fine, and that’s the frustrating part. It’s an additional fine coming at a time when money is as thin as it can be for a student,” said Amanda Spalding, vice president of Washington State’s student government. But, she added, “If this can in some way help students create a safer environment for themselves and make better decisions for some issues on anything from sexual assault to alcohol or violence, I think that will be a good thing.”

But the student body president isn't sure that just the possibility of having to pay a fee will affect student behavior.

“If we’re talking $50 to $100, I definitely think having to write that check would deter repeat offenders,” Riley Myklebust said. “I don’t necessarily know that it’s going to stop people for the first time, but I’d definitely say if you do something and see, ‘Wow, that $100 might not seem like a lot, but now that I have to pay it, it is.' ”

24-Feb-12 9:00 AM

Local Kappa Alpha sued by national chapter for house, possessions

Wed, 28 Sep 2011 18:00:00 GMT

The national Kappa Alpha fraternity organization filed a lawsuit against its former UT chapter, claiming the group owes the national organization hundreds of thousands of dollars in assets.

The lawsuit alleges the UT group hired exotic dancers that performed live sexual acts for recruitment purposes and hazed pledge members. When the national organization suspended the UT chapter for the incident in June, the UT chapter disassociated and formed Texas Omicron, according to the lawsuit.

The lawsuit demands the return of delinquent dues, real estate at 2515 Leon St., kitchen appliances, artwork and other property the national chapter alleges belongs to the Kappa Alpha organization.

Attorney Robert Alden is an alumnus and board member of UT Texas Omicron. He said he believes the lawsuit is just a way for Kappa Alpha to embarrass Texas Omicron because it is the only chapter to ever leave the national organization.

“The lawsuit is full of inflammatory language intended to generate bad publicity for the chapter,” Alden said. “They are completely irrelevant for the merits of the legal claims they’ve made and are inappropriate to even be in a pleading.”

But Kappa Alpha said in a Tuesday press release that its former Texas chapter violated the fraternity’s law when it decided to form a “rogue, independent chapter” while holding $200,000 of possessions the national organization says belong to them.

“Kappa Alpha law expressly forbids this action,” the organization’s press release said. “Regrettably, the national organization will have little choice but to seek the expulsion of each individual, undergraduate or alumnus involved in this effort.”

Alden said the national Kappa Alpha organization filed the suit after the alumni board and active UT chapter decided to leave the Kappa Alpha organization when the national office made allegations of fraternity misconduct in May. The national Kappa Alpha organization punished the chapter by threatening to seize its fraternity house.

Dean of Students Soncia Reagins-Lilly said the University will conduct its own investigation into the allegations of the lawsuit. The University had already been working with Kappa Alpha national and local representatives since 2004, when the fraternity was suspended because of hazing, when new hazing allegations arose in 2011, a statement released Tuesday said.

“We take allegations like this extremely seriously and will not tolerate hazing of any sort in our student organizations,” Reagins-Lilly said in a statement issued by her office. “We began investigating immediately. The lawsuit lays out additional allegations that we will also look into.”

Alden said alumni conducted their own investigation into allegations of hazing and sexual misconduct.
“The alumni advisers for the chapter investigated these allegations and we have not found any evidence of hazing,” Alden said. “As for the sex show, there’s a lady with her sidekick who comes around to all the fraternities and offers her services. Omicron wasn’t the only one. She does this nationally.”

Alden said the UT chapter enacted its own disciplinary measures that it believed were more appropriate than national Kappa Alpha’s more severe terms.

“It’s not acceptable behavior,” Alden said. “We’ve taken corrective action, and that kind of thing will never happen again.”

28-Sep-11 1:00 PM

Jury Verdict in Sex-Assault Case at Sewanee Is Warning to Private Colleges

Tue, 06 Sep 2011 15:00:00 GMT

Article courtesy of The Chronicle of Higher Education
By Collin Eaton

A jury ruling on Friday against a private university illustrates how institutions can open themselves up to legal challenges if—amid rising pressure to resolve sexual-assault cases—they fail to seek balance in disciplinary procedures for handling those cases, several experts said.

In Friday's verdict, a federal jury issued a split decision in the case of a former student who accused Sewanee: the University of the South of damaging his reputation in the course of a rape investigation, and who sued the Tennessee institution for million of dollars.

The former student, who remained anonymous under the name "John Doe" for the court proceedings, was awarded just $26,500 after the jury found the private institution was negligent in a disciplinary hearing that resulted from the rape accusation in 2008. The former student never faced criminal charges, but the faculty-run disciplinary panel found him responsible for rape.

In a court document explaining the verdict, the jury ordered the university to pay him $50,000 to cover his tuition and other expenses. But the jury reduced that amount to $26,500 because it regarded the student himself as partly responsible for the negligent handling of the disciplinary case. The jury, which did not further explain its thinking on that point, also awarded no money to the plaintiff for his claim of injury to reputation, injury to earning capacity, and a list of other charges.

In a written statement, the university said it strongly believed the student had received a fair hearing under its disciplinary process, and emphasized that the former student was able to recoup only the cost of his tuition.

The student's lawyer could not be reached for comment.

Finding a Balance
However small the damages in the case, private institutions should take note of it because it serves as an important example of an elusive principle, said Gary M. Pavela, a lawyer and writer specializing in higher-education law. A private college is not subject to the same constitutional due-process requirements that a public institution is, Mr. Pavela said, but it can make itself vulnerable to being sued if it assumes it is above those requirements and is not fair to any party. That's because creative lawyers can use language in a private college's catalog that refers to due process and find ways to argue that an institution broke a contract, he said.

Mr. Pavela said higher-education institutions across the country are under significant pressure to resolve more sexual-assault cases, and to do so with tougher penalties, though he doesn't consider that trend unjustified, he said.

"The danger is that we forget the need to find a balance," he said. "I think we have to pay a little less attention to whatever the fashion of the moment is and remember that we have to find a balance between competing interests. It's very important to hear the case before you decide it."

Colleges and universities will only see more cases like the one involving Sewanee because of new sexual-assault guidelines the U.S. Department of Education issued in April, said Peter F. Lake, a professor of law at Stetson University. The guidelines lowered the level of proof required during a disciplinary hearing, recommending a move from "clear and convincing" evidence to a "preponderance" of the evidence, a standard that uses a "more likely than not" sort of logic.

"Colleges are caught between a rock and a hard place because their process is going to be microscopically picked over by students who are accused," Mr. Lake said. "Understandably so, because it is essentially a scarlet letter if you're accused."

The jury's conclusion that Sewanee was negligent in handling the case shows how important it is that universities have fair policies and administer them consistently, said Robert Shibley, senior vice president of the Foundation for Individual Rights in Education.

"Students certainly have a right to expect private universities to conduct themselves in a way they say they're going to," Mr. Shibley said. "Just because a university is private doesn't mean you don't have duties to your paying students."

To Gina M. Smith, a lawyer in Philadelphia who works with colleges on sexual-misconduct policies, the case is another example of the importance of streamlining policies—making sure that there is cooperation and coordination across the "silos" in a university and that policies are appropriately applied and executed. This case represents the broader issue of how a policy is carried out, not necessarily how it is developed, she said.

"Policies are at times aspirational, but not practical," Ms. Smith said. Policies "have to be able to move in a practical way to implement the values" that the policies are supposed to embody, she said.

6-Sep-11 10:00 AM

AAUP Renews Criticism of Education Dept.’s Sexual-Harassment Guidance

The Chronicle of Higher Education - noemail@theasca.org — Fri, 19 Aug 2011 14:00:00 GMT

The American Association of University Professors has amplified its criticism of the U.S. Education Department’s guidance, issued in April, on how colleges should handle allegations of sexual harassment and sexual violence. In a letter to the department’s Office for Civil Rights, the association says that the guidance, by adopting a lower threshold for adjudication of such cases—a “preponderance of the evidence” rather than the harder-to-demonstrate “clear and convincing evidence”—makes it more likely that faculty members will be unfairly accused and found guilty, their careers ruined.

The complaint echoes critics, such as the Foundation for Individual Rights in Education, who have weighed in since the guidance was issued. The AAUP also criticized the guidance last month as a potential violation of due process.

The new letter, which applauds the broader principle of attacking gender inequality in American education, also says that the guidance could violate the academic freedom of instructors in courses on sex and sexuality, who could fall victim to unjust accusations simply because of what they teach. “What might be offensive or uncomfortable to some students,” the letter says, “may also be necessary for their education.”

19-Aug-11 9:00 AM

Activists and Politicians Discuss the Right to Carry Concealed Weapons on College Campuses

Chauncey Cox - noemail@theasca.org — Wed, 10 Aug 2011 14:00:00 GMT

The Chronicle of Higher Education
By Rachel Wiseman
Washington

On Monday, days after reports of a possible gunman at Virginia Tech shook the campus and revived fears of the 2007 attack, an organization that promotes the right of licensed gun owners to carry concealed firearms on college campuses brought together a number of speakers for a discussion here on the issues of gun control and Second Amendment rights.

The discussion was part of the second national conference of the group Students for Concealed Carry on Campus, which was held at the National Press Club and supported by the Second Amendment Foundation.

Students for Concealed Carry on Campus was founded shortly after the 2007 attack at Virginia Tech, in which a gunman killed 32 people before taking his own life, and leaders of the organization said they have made progress since then in their efforts to change attitudes about guns on campuses.

According to the president of the organization, Daniel Crocker, over the last three years, the number of colleges that permit people to carry concealed weapons on their grounds has doubled, and victories in legislatures and the courts have chipped away at gun bans in states like Colorado and Wisconsin.

While most speakers at the event were supportive of the right to possess firearms on university grounds, the organization sought to present a "full picture of the campus-carry debate," according to Mr. Crocker.

The gathering featured a debate between the conservative academic John R. Lott and Colin Goddard, a survivor of the Virginia Tech slayings who is now assistant director of legislative affairs for the Brady Campaign to Prevent Gun Violence.

Mr. Lott said it is important to focus on the net effect of concealed guns in reducing campus attacks. Citing murder-rate statistics from Washington, D.C., and Chicago, two cities where Supreme Court decisions have overturned broad restrictions on gun ownership, he maintained that gun bans do not correspond to a lower incidence of violent crime, and he argued that traditional law-enforcement techniques do not deter individuals from committing multiple-victim public shootings.

"Rather than repelling crime by having these bans, you actually make it more attractive for criminals to commit these crimes because they have less to worry about," he said.

Mr. Goddard, who was shot four times during the Virginia Tech attack when he was a senior at the university, reflected on that experience and warned against limiting violence prevention to the "last possible second," when an attack is occurring.

Recounting the events of that day in 2007, Mr. Goddard told the audience that when the gunman burst into his classroom, shock prevented him from seeing the situation clearly. Not all students that day were "sitting ducks," though, he said.

Hypothetical statements implying that guns might have lowered the death toll were "offensive," Mr. Goddard said. Instead of pinpointing the moment when violence starts, he said, "we need to broaden our perspective, we need to look past that last second ... when we could have intervened." He suggested that preventive measures, such as stricter licensing requirements, mental-health checks, and improved campus security and emergency planning, would be a more effective approach.

"We should be proactive, not reactive," he said.

While the movement to legalize concealed carry has become more organized in recent years and has seen some successes, 15 states have defeated legislation that would have restricted the rights of colleges to ban guns on their campuses, and several speakers spoke of the hurdles that advocates of concealed carry face going forward.

James Purtilo, a professor of computer science at the University of Maryland, said campus-carry legislation would be a "hard sell," but that with appropriate, focused message campaigns, gun advocates can win public favor.

Erik Simpson, a state legislator from Idaho, advised students in the audience to "expect that the university administration will be your biggest opponents, but encourage your students and faculty to support your side."
Alan Gura, a prominent constitutional lawyer who helped win the landmark cases dealing with Second Amendment rights in Washington and Chicago, said that pro-gun advocates must concentrate on winning a foundation of support for concealed carry more broadly before tackling the issue of gun possession on college campuses, which have been deemed "sensitive places" where gun bans have been upheld. "Before we litigate the issue of sensitive places," he said, "we still have to litigate the issue whether you have a right to carry a weapon outside the home at all."

"This fight is not going to be easy," said Glen Caroline, the legislative director of the National Rifle Association who gave the keynote at the conference. It will require, he said, a concerted effort between national pro-gun groups like the NRA, and continuous engagement on and off college campuses. "We are training a new tier of grassroots activists who are willing to speak up and get involved."

10-Aug-11 9:00 AM

New Laws in Mississippi and Wisconsin Are Meant to Allow Guns on Campuses

Eric Kelderman - noemail@theasca.org — Tue, 02 Aug 2011 15:00:00 GMT

Since 2007, gun-rights advocates have tried repeatedly, and mostly unsuccessfully, to expand the number of states that allow concealed firearms on college campuses.

But new measures in Mississippi and Wisconsin have given the groups apparent victories this year, even as the scope and application of the new laws are causing some confusion.

Under the Mississippi law, people who have a permit to carry a concealed weapon can take a 16-hour gun-safety course to get permission to carry guns on college campuses as well as in schools, courthouses, and bars, said Laura P. Cutilletta, a senior lawyer with the nonprofit group Legal Community Against Violence, which advocates for gun-control laws.

The bill passed the State Legislature with little attention from the state's public colleges because it was attached to a bill that seemed to deal with the right of court officials such as prosecutors and public defenders to carry weapons, said Donna L. Gurley, associate university lawyer for the University of Mississippi.

The state's public colleges are still trying to determine whether an older statute, not amended by the new law, will still bar guns on campuses. "There are a lot more questions than answers," Ms. Gurley said.

In Wisconsin, a new law allows college campuses to continue banning firearms, but only inside buildings and only if the institution has placed a sign on each and every exterior door telling people that guns are not allowed, said David F. Giroux, a spokesman for the 26 campuses of the University of Wisconsin system.

The law won't go into effect until early November, four months after it was signed by the governor, Mr. Giroux said, and the colleges are trying to work out the details involved in putting it in place. The system's Board of Regents will have to pass new policies to approve putting signs on buildings, for example, he said.

In addition to those two laws, gun-rights advocates are counting a new law in Oklahoma as another small victory. That measure allows gun owners to keep weapons in their cars while they are parked at a technical or vocational college, said David V. Burnett, director of public relations for Students for Concealed Carry on Campus.

At the same time, however, there were several state bills allowing guns on campuses that seemed certain to pass until they ran into unexpected hurdles. Janice K. Brewer, the governor of Arizona and a Republican, vetoed such a measure, saying the bill's language was too vague. A proposal to allow guns on college campuses in Texas passed the State Senate initially but hit procedural roadblocks in the House of Representatives and died.

While the vast majority of bills to expand gun rights on campuses failed, Mr. Burnett says the movement has made great strides in its short history. "I see that half the states in the union are talking about guns on campus," he said. "That's a huge step forward."

2-Aug-11 10:00 AM

Casual References to Violence Bring Serious Consequences for College Instructors

Peter Schmidt - noemail@theasca.org — Tue, 02 Aug 2011 14:00:00 GMT

Like airports, college campuses have become places where one can get a lot of negative attention by making any reference—no matter how offhand or joking—to having or intending to use a weapon.

Such is the lesson learned the hard way by a Widener University law professor who was banned from campus in December after he hypothetically discussed shooting his dean in a criminal-law class. Similarly, a University of Oregon instructor lost his job for a May incident in which, after describing to a class how his communication skills might have saved him from being shot in Pakistan, he asked disruptive students if he needed to shoot them to make his point.

In other recent developments, the University of Wisconsin at Whitewater barred from the campus, and opted not to reappoint, a computer-science professor who in February was accused of making a threatening reference to the Virginia Tech massacre while discussing his tense relations with his colleagues, a charge he denies. An associate professor of sociology at East Stroudsburg University of Pennsylvania was suspended last year after she joked on Facebook about wanting to kill students. And a graduate teaching assistant at the University of California at Davis was arrested by campus police and spent four days in jail after a 2009 incident in which he metaphorically characterized the end-of-semester instructor evaluations he was distributing to students as "a bomb."

In the wake of tragedies such as the 2007 Virginia Tech shooting rampage by Seung-Hui Cho, a student who took 32 lives before killing himself, and the slaying of three faculty members at the University of Alabama at Huntsville last year by a biology professor who had been denied tenure, colleges have gone beyond establishing threat-assessment teams for identifying students or employees who appear capable of violence. They also, in several cases, have cracked down on instructors who made statements that could be construed as threatening, even when most who heard the remarks did not find cause for alarm.

The line between acceptable campus speech and speech treated as threatening "has certainly shifted," says W. Scott Lewis, a partner at the National Center for Higher Education Risk Management, a nonprofit consulting group. "We are far more likely to investigate—and at times take actions on—statements or behaviors that 10 years ago would have been dismissed as flippant or sarcastic."

Sketchy Lines
The quickness with which colleges are removing or disciplining faculty members who make such statements is troubling to some advocates of free speech and academic freedom. In some courses, instructors discuss wishing to harm others or possessing weapons as an expected part of the pedagogy. An English professor teaching William Shakespeare's Henry VI, for example, might quote the line "let's kill all the lawyers." The American Association of University Professors' guidelines for colleges hold that statements related to a class are especially protected by the principle of academic freedom, far more so than statements that have little to do with the subject being taught.

Even when there is no educational justification for making a threatening remark, and a professor expresses a wish to harm others out of anger or frustration, "unprofessional, stupid comments don't necessarily rise to the level of true threats," says David L. Hudson Jr., an adjunct professor of law at Vanderbilt University and a scholar at the First Amendment Center, which studies free-speech issues. "I would certainly hope one's entire career is not judged by one inopportune comment in the classroom."

Robert M. O'Neil, general counsel for the AAUP and director of the Thomas Jefferson Center for the Protection of Free Expression, argues that colleges err in drawing a hard line against any utterance perceived as threatening and should deal with complaints of such speech case by case. "There are no clear, sharp, fast, or firm lines that delineate—or differentiate among—potential malefactors," he says.

The U.S. Supreme Court's chief guidance in legally defining threats came in its 2003 ruling in Virginia v. Black, in which it held that a Virginia law against cross-burning violated the First Amendment by banning speech based on its content. In tackling the question of whether the cross-burning incidents in question were illegal acts of intimidations, the court's majority opinion defined "true threats" as statements "where the speaker means to communicate a serious expression of an intent to commit an act of unlawful violence to a particular individual or group of individuals."

Most recent court rulings dealing with threats on campuses have focused on statements made by students. Among such decisions, a federal judge ruled last fall that a former president of Valdosta State University could be held personally liable for having wrongly expelled, as posing "a clear and present danger," a student regarded as harmless by counselors and other administrators, who had been protesting the university's plans to build new parking garages. A state appeals court last month upheld the University of Minnesota's decision to discipline a student in a mortuary-sciences class over her Facebook posts, including one in which she discussed stabbing someone. The appeals court said the university was justified in taking seriously any potential threat and enforcing academic-program rules requiring respect and professionalism.

In most of the recent controversies over faculty speech, the accusers were students or administrators with whom the faculty members had been at odds, raising questions about the motives underlying the complaints. More often than not, the instructors eventually were found to pose no real risk.

Talk of Targets
In the Widener University controversy, Lawrence J. Connell, a tenured associate professor at the university's law school in Wilmington, Del., was placed on administrative leave and banned from the campus as a threat to safety, after two students he taught in the spring of 2010 complained about him. The students alleged that in class he discussed trying to shoot the law school's dean, Linda L. Ammons, and at one point pretended to point a gun at a female student and said, "Die, bitch." Noting that Ms. Ammons is a black woman, the students cited such classroom discussions to back their accusations that Mr. Connell is racist and sexist.

Mr. Connell has since filed a defamation lawsuit against Ms. Ammons, who is seeking to have him dismissed for cause, and has moved to have the university and the students who complained included as defendants. His lawsuit accuses Ms. Ammons of setting out to destroy his professional reputation out of opposition to his politically conservative views.

In an affidavit submitted in connection with the university's efforts to dismiss him, Mr. Connell says that, in his spring 2010 classroom discussions of attempted crimes, he constructed three hypothetical scenarios in which he considered shooting Ms. Ammons over an employment dispute. In one, he aimed a gun in her direction and missed; in a second, he was wrestled to the ground by a police officer and arrested after getting out of his car outside her office; in a third, he initially believed he had shot her but found out his bullet had pierced a pumpkin painted to resemble her. Mr. Connell acknowledges in his affidavit that, as part of the second scenario, he might have described pointing the gun at Ms. Ammons and saying, "I'm going to blow your [expletive] head off." He denies ever saying "die, bitch" to a student.

In her response to Mr. Connell's lawsuit, Ms. Ammons said Mr. Connell's actions left her so fearful for her safety that she felt justified in asking the university to arrange protection for her after she placed Mr. Connell on leave.

In separate affidavits submitted in the disciplinary proceedings against Mr. Connell, law professors at other schools have defended his teaching methods as he describes them. Orrin S. Kerr, a professor of law at George Washington University, said professors teaching criminal law often present hypothetical situations using their schools' faculty members and administrators as perpetrators and victims. Mr. Kerr said such absurd hypotheticals add levity to classes and train law students "to focus on the legal questions quite apart from the identity of the individuals involved." Several of Mr. Connell's students also came to his defense.

The Widener law school eventually dropped its assertion that Mr. Connell posed a danger. Last month a university committee cleared him of charges of racial and sexual harassment but found him guilty of retaliation for making public statements about his accusers. It is now up to Ms. Ammons to decide whether to terminate him through additional judicial proceedings or discipline him in some other way.

Failures to Communicate
The instructor involved in the University of Oregon incident, Peter Quint, lacked tenure and the due-process rights that come with it. Having been appointed as an instructor of American Sign Language there in each of the past two academic years, he no longer works there following the university's decision to bar him from the campus before its spring semester ended.

A university spokesman, Joe Mosley, refused last week to discuss Mr. Quint's situation, saying it is a confidential personnel matter. Mr. Quint's lawyer similarly refused to discuss the case or to make him available for an interview. According to the Foundation for Individual Rights in Education, a free-speech watchdog group that the instructor has contacted for help, the incident in question occurred after months in which Mr. Quint, who has been deaf since early childhood, had been expressing frustration with students who disobeyed a classroom policy requiring them to communicate only in sign language.

In May, Mr. Quint caught students speaking aloud after he told of how his ability to communicate respectfully in a foreign environment had helped him escape potential harm from armed Pashtun tribesmen while traveling in Pakistan. According to an account he provided to FIRE, he asked the students: "Do you want me to take a gun out and shoot you in the head so you understand what I am talking about? I had to practice being respectful in Pakistan, otherwise I would have been shot. Can you practice the same respect here?"

Following the incident, Michael Bullis, dean of the university's college of education, suspended Mr. Quint from teaching, barred him from the campus, instructed him not to communicate with faculty, staff, or students, and told him he would not be reappointed. In an essay in the student newspaper, the Oregon Daily Emerald, Tyree Harris, a student who had been in the class, wrote that "no student in our class felt legitimately physically threatened by Quint's actions, but we were all uncomfortable at how quickly Quint made use of such a violent metaphor." Other students in the class have come to Mr. Quint's defense, however, arguing that his remark was clearly harmless and that students' refusal to communicate in sign language amounted to discrimination against him. The police did not find any reason to bring charges against him.

Among other recent incidents, James Marchbanks, a graduate teaching assistant at the University of California at Davis, was arrested by the campus police in December 2009 and jailed for four days on suspicion of making a false bomb threat and threatening with intent to terrorize. According to a statement issued by the police, Mr. Marchbanks had pulled out an envelope containing end-of-semester instructor evaluations and said, "I have a bomb, this is the last time I am going to see you," and then added that he was "going to leave class before the bomb goes off," before tossing the evaluation forms to the floor and running out of the classroom. According to Sacramento Bee reports, prosecutors declined to press charges against him, and several students in the classroom said he clearly had been using "bomb" as a figure of speech (because the evaluations could demolish his teaching-assistant career). Three students had complained about the incident, however, and university officials defended their decision to have him arrested as a needed precaution.

Gloria Y. Gadsden, an associate professor of sociology, returned to work at East Stroudsburg University last fall after a psychologist said she posed no threat. She had been placed on administrative leave after a student complained about two comments she had made on her Facebook page: "Had a good day today, didn't want to kill even one student.:-) Now Friday was a different story ..." and "Does anyone know where I can find a very discrete [sic] hitman, it's been that kind of day."

Considering Context
Mr. O'Neil of the AAUP recommends that any college that gets a report of threatening faculty speech conduct an investigation to determine the context of the remark, the faculty member's intent in making it, and the effect it had. A comment directed at an individual student who is complaining of harassment generally should be treated more seriously, he says, than a remark to the entire classroom.

When speech is determined to have been threatening, "suspension is always a quite-drastic remedy," Mr. O'Neil says. "A severe warning might be more appropriate."

Ann Franke, president of Wise Results LLC, a consulting company that helps colleges with employment, risk, policy, and training issues, says the threat-assessment committees that most colleges established in the wake of the Virginia Tech killings should focus not just on perceived threats from students, but also on college employees suspected of posing a danger.

Mr. Lewis of the National Center for Higher Education Risk Management says such intervention teams should consider, among other factors, whether a perceived threat by a faculty member is an isolated comment or part of a pattern of erratic or poor behavior, and whether those alleging a threat have ulterior motives.

The National Behavioral Intervention Team Association, an organization set up by the leaders of Mr. Lewis's center, has developed a tool for colleges to use in assessing whether students pose a threat. It places aggressive behavior on a continuum, ranging from that which signals little risk, such as behavior that is merely disruptive, to that which suggests extreme risk, such as specific, direct threats and steps taken to carry them out.

Colleges remain in a tough position in determining how to deal with threatening behavior. After Jared Lee Loughner killed six people and injured a congresswoman in a shooting spree in Tucson in January, Pima Community College, where he had previously been a student, drew criticism for not doing more to investigate and deal with his erratic behavior. But civil-liberties advocates have expressed strong reservations about college threat-assessment teams' investigating and filing reports on speech that falls short of threatening.

"Putting innocent outbursts into a campus database," says Adam Kissel, an official at FIRE, "is a chilling way to police discourse on campus."

2-Aug-11 9:00 AM

Gehring Academy educates 250 about student conduct, mediation

Chauncey Cox - noemail@theasca.org — Tue, 26 Jul 2011 15:00:00 GMT

More than 250 university staff from across the nation gathered at UofL last week for training on student conduct and mediation issues as part of the Association for Student Conduct Administration Gehring Academy.

The academy, named for former UofL faculty member Donald Gehring, is a prestigious gathering that looks to train everyone from new hires to senior university administrators on how to best handle student conduct and mediation.

Participants range from housing and residence life, campus security leaders, vice presidents and deans.
"It's the best place nationally to get an immersion into student conduct," said Dean of Students Michael Mardis, who served as a faculty member at the academy. "This academy is held in very high regard."
Mardis added that he participated in the academy early on his career, and it helped his growth as a professional.

The academy was divided into several areas based on a participant's experience in student conduct and mediation.. Topics included the law as it relates to student conduct, governance and relationship building, ethics, administration of student conduct systems, reviewing codes of conducts, protocols to address sexual misconduct, compliance and understanding effective ways to handle campus threats.

The faculty members were drawn from professors, attorneys, and professionals in and around higher education.

The academy sessions were hosted at the Student Activities Center and the College of Business. Participants stayed at Bettie Johnson and Kurz Halls.

"It's been a great conference and UofL has been a great host," said John W. Lowery, associate professor of Student Affairs and Higher Education at Indiana University of Pennsylvania.

Lowery, who coordinated the training institute for participants new to student conduct and mediation issues, said it was the highest number of participants in the academy's history.

UofL will host the academy for the next three years.

Story courtesy of UofL Today-July 25, 2011

26-Jul-11 10:00 AM

Colleges Get Advice on Crafting Weapons Policies That Will Hold Up in Court

Sun, 26 Jun 2011 15:00:00 GMT

When seeking to restrict people from carrying guns on campus, colleges should carefully explain their motivations and should avoid absolute bans that could face trouble in court, a panel of experts advised on Sunday during a gathering of university lawyers here.

For the complete article, click here.

26-Jun-11 10:00 AM

Campuses Strive for Compliance and Fairness in Policies on Sexual Assault

Mon, 06 Jun 2011 13:00:00 GMT

For a new edict repeating old rules, the U.S. Education Department's "Dear Colleague" letter on sexual violence has caused quite a stir. Two months after it went out, several colleges have already announced new policies or plans for revision.

For the complete article, click here.

6-Jun-11 8:00 AM

Director of Campus Life and Leadership

Mon, 14 May 2012 05:00:00 GMT

Title: Director of Campus Life and Leadership Description: The Division of Campus Life at the Academy of Art University is committed to creating a unique university experience that inspires, motivates and supports the success of our students through co-curricular opportunities for personal and professional development. The purpose of Campus Life is to enrich the learning experience by complementing the curricular activities with organized outlets for creative exploration, personal expression and professional preparation. We will support the students’ successful adjustment to university life, we will encourage engagement through leadership development at the university and beyond, and we will nurture community minded artists prepared for achievement in their field. Understanding that a substantial part of an Artist’s growth and inspiration occurs outside the classroom or studio, we have developed a robust Campus Life division that adds value to the student experience...

Associate Director, Student Life

Mon, 14 May 2012 05:00:00 GMT

Title: Associate Director, Student Life Description: Serves as University's Conduct Administrator with responsibility for administration of all aspects of the institution's conduct process including development of conduct policies and procedures, adjudication of alleged violations, selection and training of conduct board members, maintenance of conduct records and preparation of internal and external reports. Administers the University's leadership program (Emerging Leader Program) including direct supervision of a Graduate Assistant and support staff. Required Experience: Master's degree in student personnel administration, higher education administration, or related field with a minimum of three years experience in college level program planning and implementation. Strong preference for a background in conduct or judicial administration. This Job Requires the Follow Skills: Highly developed management and problem-solving skills. Strong verbal and written communication skills....

Director of Student Rights and Responsibilities

Wed, 02 May 2012 05:00:00 GMT

Title: Director of Student Rights and Responsibilities Description: Description: Under the direction of the Dean of Students, the Director of Student Rights and Responsibilities is responsible for management of the Office of Student Rights and Responsibilities, oversight of the Code of Conduct adjudication process and educational programming the goal of which is to develop responsible citizens. Convene and coordinate the Behavioral Intervention Team and facilitate interventions for conduct concerns occurring both on and off campus. Participate in administrative responses to students’ health and safety incidents. Contribute to the Student Life leadership team to enhance student success. Qualifications: Master’s degree in appropriate field required. A minimum of 5 years professional experience in higher education in the context of student affairs required. Evidence of progressive leadership in student conduct administration. Supervisory experience in a collegiate...

Director of Student Conduct

Thu, 26 Apr 2012 05:00:00 GMT

Title: Director of Student Conduct Description: FUNDAMENTAL OBJECTIVE OF THIS POSITION: To serve as a primary professional contact for students and staff regarding Muskingum University Code of Student Conduct and adjudication of violations. Act as an integral member of the Student Affairs team that provides a program designed to support and enhance student success. RESPONSIBILITIES: · Assume overall coordination and management of the Student Conduct program. Provide comprehensive leadership, management and vision for the Student Conduct program. · Assess effectiveness of current practice. Update, develop and implement comprehensive student conduct process that is aligned with national standards, best practices and current law. · Investigate, adjudicate and recommend sanctions (up to and including expulsion) for cases of student misconduct in accordance with appropriate University policies and procedures. · Assist students, professional staff,...

Associate Dean of Students

Mon, 23 Apr 2012 05:00:00 GMT

Title: Associate Dean of Students Description: Reporting to the Dean of Students, the Associate Dean of Students is part of the Senior Management Team for the Division of Student Affairs which consists of Athletics, Campus Programming & Leadership, Campus Ministry, Dining Services, Diversity Initiatives, International Student Services, Student Life, Wellness, Residence Life and Public Safety. This person will supervise and oversee budget expenditures for multiple departments in Student Affairs and provide leadership and expertise in student conduct administration. Primary Responsibilities include: Student Affairs Leadership/Management • Assisting the Dean of Students with the strategic management of the Division. • Serving as a resource for managing student issues related to crisis intervention in coordination with other university departments. • Serving as a Title IX Deputy Coordinator Judicial Affairs • Providing vision and direction for the comprehensive...

2012 Donald D. Gehring Academy

Mon, 15 Feb 2010 18:24:37 GMT

July 15-21, 2012 - University of Louisville, Louisville, KY

2013 ASCA Annual Conference

Wed, 23 Dec 2009 19:33:26 GMT

ASCA 2013: Celebrating Ourselves and Our Work

February 6-10, 2013, TradeWinds Island Grand, St. Pete Beach, FL

ASCA Memberships

Fri, 11 Dec 2009 22:55:54 GMT

For Higher Education Student Conduct Administrators

Laws & Policy Report

Fri, 11 Dec 2009 22:53:20 GMT

Concise commentary regarding law and policy issues related to student conduct and student development every week.

2012 Gehring Senior

Thu, 17 May 2012 14:25:05 GMT

SENIOR TRACK Day 1 – Privacy & Disclosure – Monday, July 16, 2012 Description: The new federal requirements related to privacy, documentation, reporting and mandatory disclosure are extensive and significant. This training day will provide senior student affairs officers a review of the important components of FERPA and Clery and present the substantial number of changes to these laws that were put into effect as a result of the passage of the Higher Education Amendments Act. In addition to these laws, there are important regulations related to our use of and safeguards related to information technology. This training day will provide an opportunity to discuss these changes and provide recommendations for compliance. In addition, the participants will learn analytic skills to apply when issues of privacy and disclosure occur on their campus by participating in multiple case study discussions of hypothetical challenges. Learning Objectives: 1. Participants will gain an...

Training Conduct Boards: Faculty, Staff, and Students

Tue, 15 May 2012 19:41:29 GMT

Conduct boards serve a crucial function within institutions of higher education and immense responsibility is bestowed upon board members. For board members to be effective in their jobs, by functioning at a high level, they must be trained appropriately. This full day session will assist you in establishing a competency based curriculum for your conduct board.

Key elements will include:
• Board design
• Recruitment
• Syllabus development
• Training exercise examples
• Assessment
• Questioning skills
• Sanctioning
• Facilitation

Participants will be given the opportunity to evaluate their current training program and the tools to establish a firm foundation for ongoing training.

Overview
Price $200
Click here to register

Faculty

Jeremy Inabinet

Gehring Academy

Tue, 15 May 2012 17:42:58 GMT

July 15-20, 2012 20th Anniversary Opening Ceremony Gehring Academy Institute Tracks This page is designed to help you select your institute track for the Gehring Academy. Please read the descriptions and link to the institute pages for more information. Click here for full descriptions of the Gehring Academy Institute Tracks Tracks include: Training Institute (Mon-Thurs)Mid-Level Managers Institute (Mon-Wed) Senior Level Institute (Mon-Wed) Mediation Institute (Mon-Thurs) Gehring Academy One & Two Day Programs This page is designed to help you select additional programs for the Gehring Academy. These programs will occur on Thursday and/or Friday at Academy. Please read the descriptions and link to the appropriate web page for more information. Click here for full descriptions of the One & Two Day Programs One or Two Day Programs include: Sexual Misconduct Training (Thurs & Fri)...

ASCA/NACA/NIRSA/ACUI Student Organizations Institute

Fri, 11 May 2012 15:23:03 GMT

2012 Student Organizations Institute June 27-29, 2012 Washington University in St. Louis Registration is Open! Are you a New Professional or a professional in the field of Student Activities, Student Conduct, Student Unions, Rec Sports, or any area of Student Affairs? Do you advise or work with Student Organizations in your current career path? The 2012 Student Organizations Institute (SOI) will offer higher education professionals and student organization advisors the opportunity to deepen their understanding of the principles related to advising, risk management and student conduct. This institute will enhance your skills as a higher education professional through traditional institute instruction style as well as intentional small group discussions for stress-free networking opportunities. The number of student organizations on college campuses has grown significantly over the last decade and the need for greater support and oversight has increased at the same...

West Region State Representatives

Thu, 10 May 2012 16:16:02 GMT

West Region States: Alaska, Arizona, California, Colorado, Hawaii, Idaho, Montana, Nevada, New Mexico, Oregon, Utah, Washington, Wyoming Alaska Arizona Kendal Washington White University of Arizona kwashing@u.arizona.edu California Jessica Impallaria University of the Pacific jimpallaria@pacific.edu Colorado Paul Osincup Colorado State University paul.osincup@colostate.edu Hawaii Dee Uwono University of Hawaii at Manoa deeuwono@hawaii.edu Idaho Blaine Eckles Boise State beckles@boisestate.edu Montana Erin MacDonald Montana State University erin.macdonald3@montana.edu Nevada Andrea Barefield University of Nevada Las Vegas Andrea.Barefield@unlv.edu New Mexico Oregon Charisse Joliff Western Oregon University joliffc@wou.edu Utah Lori McDondald University of Utah LMcdonald@sa.utah.edu Washington Ray Lader Pacific Luthern University rlader@plu.edu Wyoming Shar Jennings University of Wyoming sjenning1@uwyo.edu

South Region State Representatives

Mon, 07 May 2012 20:31:14 GMT

South Region States: Alabama, Arkansas, Florida, Georgia, Kentucky, Louisiana, Mississippi, North Carolina, Oklahoma, Puerto Rico, South Carolina, Tennessee, Texas, Virginia, Virgin Islands Alabama Arkansas Rachel Eikenberry University of Arkansas reikenbe@uark.edu Florida Sarah Clegg Crawford Florida International University sclegg@fiu.edu Georgia LaRonda Brewer Georgia Institute of Technology laronda.brewer@housing.gatech.edu Kentucky Ann James Nothern Kentucky University jamesa3@nku.edu Louisiana Tommy Ponson Nicholls State University Tommy.Ponson@nicholls.edu Mississippi Tabor Mullen Mississppi State University TMullen@saffairs.msstate.edu North Carolina David Elrod Appalachian State University elrodjd@appstate.edu Oklahoma Kevin Kraft Oklahoma State University kevin.kraft@okstate.edu Puerto Rico South Carolina Travis Overton Coastal Carolina University toverton@coastal.edu Tennessee Taja Davidson Tennessee State University tdavidson2@tnstate.edu Texas ...

East Region State Representatives

Mon, 07 May 2012 20:26:11 GMT

East Region States: Connecticut, Delaware, District of Columbia, Maine, Maryland, Massachusetts, New Hampshire, New Jersey, New York, Pennsylvania, Rhode Island, Vermont, West Virginia Connecticut Kimberly Hill Roger Williams University kimberly.hill@uconn.edu Delaware Michael Fernbacher University of Delaware mikefern@udel.edu D.C. Maine Angela Shambarger New England College-Biddeford ashambarger@une.edu Maryland Tammy Saunders University of Maryland tmsaunde@umd.edu Massachusetts Bohdan Zaryckyj Springfield College bzaryckj@spfldcol.edu New Hampshire Jason Buck New England College- Henniker jbuck@nec.edu New Jersey Winston Roberts Seton Hall University winston.roberts@shu.edu New York Stacey Pierce Hobart and William Smith Colleges pierces@hws.edu Pennsylvania Peter Paquette Dickinson College paquettp@dickinson.edu Rhode Island Vermont West Virginia Amy Skeens West Virginia University amy.skeens@mail.wvu.edu

2012 Gehring Training Institute

Mon, 30 Apr 2012 21:21:30 GMT

The 2012 Gehring Academy Training Track presents a four-day competency-based curriculum for professionals seeking a comprehensive understanding of student conduct administration. The training covers the fundamentals of practice, including: due process, federal regulations, forms of adjudication, and program/learning assessment. Participants will also explore ethical issues, institutional governance, and relevant theoretical perspectives. The curriculum is strongly recommended for professionals new to student conduct administration with an interest in procedurally-sound and learning-centered practice. Program Outcomes By the conclusion of the 2012 Gehring Academy Training Track, participants will have been provided: 1. A comprehensive overview of student conduct administration through information, resources, and examples of procedurally-sound and learning-centered practice that occur with a diversity of students and educational settings 2. Opportunities to establish collegial...

Gehring Social Activities

Mon, 30 Apr 2012 20:17:21 GMT

UofL Red Barn

The Red Barn on campus will be open every night from 8:00 pm to 11:00 pm equipped with a cash bar as a social “meet up” location throughout Gehring Academy.

Other Activites

There are also 50 UofL baseball tickets available to see the Louisville Bats play. The Louisville Bats will play Pawtucket on Friday, July 20th. The tickets are $6.00 each and seating is in the first 4 rows behind the 3rd base dugout! If you are interested please be on the look out for the sign-up location at Ghering Academy. Click here to visit the official Louisville Bat site

Foundation Scholarship Winners

Fri, 27 Apr 2012 17:55:55 GMT

Annual Conference

2012 - Amanda Mollett

2011 - Erin Bunton

2010 - Laura Whitney

Gehring Academy

2011 – Brittany Riner – Stanford University

2010 – Amalia Isais - University of California Riverside

2009 – Laura Lascio - Des Moines Area Community College

Full -Day Academic Integrity Pre-Conference Session - 2011

noemail@theasca.org — Mon, 14 Feb 2011 20:00:00 GMT

Objectives:

To help the Conference Committee determine if similar programming is warranted in future years (and, if so, how those activities should be structured), we ask that you click the link below and take a survey individually tailored for the Academic Integrity Pre-Con.

It should take you no longer than five minutes to complete the survey – again, your feedback is very important to us and we appreciate your willingness to take the survey. Your participation is voluntary and your comments will be recorded anonymously.

Release Date: 14-Feb-11 2:00 PM
Expiration Date: 1-Mar-11 5:00 PM

2010 Gehring Academy Evaluation

noemail@theasca.org — Wed, 21 Jul 2010 13:00:00 GMT

Objectives:

Thank you for attending the 2010 ASCA Donald D. Gehring Academy for Student Conduct Administration! You will find attached the evaluation for the entire Academy and its various tracks. Please take time to complete this evaluation as questions will help us to improve and plan for future Academy experiences. It should not take more than 15 minutes of your time.

Your time and attention are greatly appreciated!

Sincerely,

Karen D. Boyd
Chair, 2010 ASCA Donald D. Gehring Academy

Release Date: 21-Jul-10 8:00 AM
Expiration Date: 4-Aug-10 0:00 AM

Please answer all questions that pertain to the overall Academy, the individual program attended, planning and demographics.

The survey will be open until 12 midnight CT on Tuesday, August 3, 2010..

If you have any problems answering the survey, please contact Billye Potts at billyep@asca.tamu.edu or 502-742-4650.

Webinar Topics of Interest

noemail@theasca.org — Tue, 20 Apr 2010 21:00:00 GMT

Objectives:

We would like to know the topics of interest of our ASCA members for webinars and other training programs. As we plan our training programs for the fall of 2010 and the spring of 2011, we would like to tailor our programs to the needs of our members.

Release Date: 20-Apr-10 4:00 PM
Expiration Date: 5-May-10 4:00 PM

Please take a moment to complete this short survey to assist ASCA with our educational training development. We would like to know the topics you are interested in for training sessions, the types of formats that interest you, and a little about your institution. We want to develop our training schedule to best fit our members development needs. Thank you for your assistance in directing your training programs.

ASCA Pre-Conference Evaluation: Assessing Learning Outcomes

noemail@theasca.org — Tue, 16 Feb 2010 20:00:00 GMT

Objectives:

Release Date: 16-Feb-10 2:00 PM
Expiration Date: 24-Feb-10 0:00 AM

Please answer the following questions in regards to the ASCA Conference Pre-Conference Session, Assessing Learning Outcomes. The deadline for response is Tuesday, February 23, 2010. Thank you!

ASCA Pre-Conference Evaluation: Conflict Coaching Process

noemail@theasca.org — Tue, 16 Feb 2010 20:00:00 GMT

Objectives:

Release Date: 16-Feb-10 2:00 PM
Expiration Date: 24-Feb-10 0:00 AM

Please answer the following questions in regards to the ASCA Conference Pre-Conference Session, Conflict Coaching Process. The deadline for response is Tuesday, February 23, 2010. Thank you!

Understanding & Updating the Higher Education Act

noemail@theasca.org — Tue, 03 Nov 2009 20:30:00 GMT

Objectives:

Release Date: 3-Nov-09 2:30 PM
Expiration Date: 10-Nov-09 5:00 PM

Please take a few minutes to share your impression of today's webinar.

Please complete the evaluation by November 10, 2009 at 5:00 pm CT.

2009 Gehring Academy Evaluation

noemail@theasca.org — Tue, 28 Jul 2009 20:00:00 GMT

Objectives:

Thank you for attending the 2009 ASCA Donald D. Gehring Academy for Student Conduct Administration! You will find attached the evaluation for the entire Academy and its various tracks. Please take time to complete this evaluation as questions will help us to improve and plan for future Academy experiences. It should not take more than 15 minutes of your time.

Your time and attention are greatly appreciated!

Sincerely,

Karen D. Boyd
Chair, ASCA Donald D. Gehring Academy

Chris Dukes
Chair, Logistics

Donna L. Hight
Chair, Assessment and Learning Outcomes

Release Date: 28-Jul-09 3:00 PM
Expiration Date: 13-Aug-09 0:00 AM

Please answer all questions that pertain to the overall Academy, the individual program attended, planning for the future and demographics.

Thu, 17 May 2012 23:26:12 GMT

File uploaded by Becky McNair.