ASCA - Association for Student Conduct Administration RSS Feed

Mediation Institute on 16-Jul-12 8:30 AM

Mon, 16 Jul 2012 12:30:00 GMT

Mediation Institute
Start Date: 16-Jul-12 8:30 AM
End Time: 19-Jul-12 5:00 PM
Location: University of Louisville, Louisville, KY 40208
Speaker: Bill Fischer

Event Details:

The Gehring Academy Mediation Institute is a comprehensive, interactive, and experiential-based training program. The training focuses on the problem-solving mediation model with the goal of achieving the learning outcomes listed below. For those interested in developing conflict resolution programs on their campus, options for program development will also be shared and discussed in the last few hours of the training on the final day.

For more information, visit the Mediation Institute main web page http://www.theasca.org/2012-gehring-mediation/

University of Louisville

2301 South 3rd Street

Louisville, KY 40208

Mid-Level Manager's Institute on 16-Jul-12 8:30 AM

Mon, 16 Jul 2012 12:30:00 GMT

Mid-Level Manager's Institute
Start Date: 16-Jul-12 8:30 AM
End Time: 18-Jul-12 5:00 PM
Location: University of Louisville, Louisville, KY 40208
Speaker: Tamara King, J.D.

Event Details:

The Gehring Academy Mid-Level Managers Institute is intended for the more seasoned student conduct professional, usually with three to five years of full-time student conduct responsibilities and experience. This Institute is for professionals seeking a more in depth exploration into specific topical areas of student conduct and current “hot topics” that managers need to fully understand, comprehend, and analyze the implications upon their specific conduct system. Some “hot topics” to be covered include; risk management, First Amendment, and recent legislative and case law reviews. The Institute will challenge mid-level professionals to take a more global approach to their work, and explore how their work fits within the larger university context. It will also provide the tools necessary for establishing and conducting a systematic assessment of individual student conduct processes. Finally, the Institute will serve as an opportunity for professionals to interact, network and build a rapport with their professional peers that they can connect with, reach out to for suggestions, advice, research, and ideas related to student conduct.

For more information, visit the Mid-Level Manager's Institute Main Page.

University of Louisville

2301 South 3rd Street

Louisville, KY 40208

Training Institute on 16-Jul-12 8:30 AM

Mon, 16 Jul 2012 12:30:00 GMT

Training Institute
Start Date: 16-Jul-12 8:30 AM
End Time: 19-Jul-12 5:00 PM
Location: University of Louisville, Louisville, KY 40208
Speaker: Adam Goldstein

Event Details:

The Gehring Academy Training Track presents a four-day competency-based curriculum for professionals seeking a comprehensive understanding of student conduct administration. The training provides resources and information that cover 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.

Click here for more information on the Training Institute

University of Louisville

2301 South 3rd Street

Louisville, KY 40208

Senior Level Training Institute on 16-Jul-12 8:30 AM

Mon, 16 Jul 2012 12:30:00 GMT

Senior Level Training Institute
Start Date: 16-Jul-12 8:30 AM
End Time: 18-Jul-12 5:00 PM
Location: University of Louisville, Louisville, KY 40208
Speaker: Saunie Schuster, J.D. & W. Scott Lewis, J.D.

Event Details:

The Senior Level Institute is for senior student affairs offices seeking to explore the areas of Privacy Disclosure, Risk Management and Critical Competencies in Employment Law. Each day will be devoted to the individual topic. Privacy Disclosure will provide 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. The Risk Management workshop offers key insights into critical risk management practices for their departments and institutions. This training provides a discussion of best practices for student affairs risk management that you can implement right away. Employment Law is designed to provide the essential tools for understanding and applying employment related issues in order to effectively manage an office.

Click here for more information on the Senior Level Institute

University of Louisville

2301 S. 3rd Street

Louisville, KY 40208

Sexual Misconduct Training on 19-Jul-12 8:30 AM

Thu, 19 Jul 2012 12:30:00 GMT

Sexual Misconduct Training
Start Date: 19-Jul-12 8:30 AM
End Time: 20-Jul-12 5:00 PM
Location: University of Louisville, Louisville, KY 40208
Speaker: Saunie Schuster

Event Details:

The federal requirements - that apply to community/technical colleges as well a public and private 4 year institutions - related to the prevention and response to acts of sexual misconduct on campuses were reemphasized in last year’s Office of Civil Rights Dear Colleague Letter. This, coupled with an increase in OCR investigations, has resulted in many campuses revisiting who their Title IX Coordinator is/should be, the structure of this position, and the overall structure of campus efforts to prevent and respond to issues surrounding gender-based discrimination and sexual misconduct.

In addition to Title IX, the risk of negative publicity and actual liability is prevalent. Day 1 of this training will provide an overview of the responsibilities of the Title IX Coordinator, a discussion about the organizational structure for sexual misconduct, and there will also be an opportunity to discuss these challenges in light of the participant’s individual campus cultures. Integrating actual cases, participants will be given tools to take back to their campuses to begin integration of these new positions, responsibilities and systems.

Click here for more information

University of Louisville

2301 S. 3rd Street

Louisville, KY 40208

Sexual Misconduct Training on 19-Jul-12 8:30 AM

Thu, 19 Jul 2012 12:30:00 GMT

Sexual Misconduct Training
Start Date: 19-Jul-12 8:30 AM
End Time: 20-Jul-12 5:00 PM
Location: University of Louisville, Louisville, KY 40208
Speaker: Saunie Schuster

Event Details:

Click here for more information

University of Louisville

2301 S. 3rd Street

Louisville, KY 40208

Sexual Misconduct Training on 19-Jul-12 8:30 AM

Thu, 19 Jul 2012 12:30:00 GMT

Sexual Misconduct Training
Start Date: 19-Jul-12 8:30 AM
End Time: 20-Jul-12 5:00 PM
Location: University of Louisville, Louisville, KY 40208
Speaker: Saunie Schuster

Event Details:

Click here for more information

University of Louisville

2301 S. 3rd Street

Louisville, KY 40208

Sexual Misconduct Training on 19-Jul-12 8:30 AM

Thu, 19 Jul 2012 12:30:00 GMT

Sexual Misconduct Training
Start Date: 19-Jul-12 8:30 AM
End Time: 20-Jul-12 5:00 PM
Location: University of Louisville, Louisville, KY 40208
Speaker: Saunie Schuster

Event Details:

Click here for more information

University of Louisville

2301 S. 3rd Street

Louisville, KY 40208

Behavior Intervention Team Training on 19-Jul-12 8:30 AM

Thu, 19 Jul 2012 12:30:00 GMT

Behavior Intervention Team Training
Start Date: 19-Jul-12 8:30 AM
End Time: 19-Jul-12 5:30 PM
Location: University of Louisville, Louisville, KY 40208
Speaker: W. Scott Lewis

Event Details:

In direct response to the rise in incidents of self-injury and violence on campuses, the Governor’s Panel Report on the Virginia Tech shootings, as well as the Safe Schools Initiative developed by the U.S. Department of Education, 2- and 4-year campuses across the country have tried to develop prevention and response mechanisms that will increase safety and reduce liability. Click here for more information

University of Louisville

2301 South 3rd Street

Louisville, KY 40208

Training Board Training on 20-Jul-12 8:00 AM

Fri, 20 Jul 2012 12:00:00 GMT

Training Board Training
Start Date: 20-Jul-12 8:00 AM
End Time: 20-Jul-12 5:00 PM
Location: University of Louisville, Louisville, KY 40208
Speaker: Jeremy Inabinate

Event Details:

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.

University of Louisville

2301 South 3rd Street

Louisville, KY 40208

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

Out of jail, not yet out of trouble

Lauren Hallow - noemail@theasca.org — Thu, 19 May 2011 15:00:00 GMT

Ohio State could suspend, expel students charged with assault at Woodfest ’11

The two Ohio State students arrested at Woodfest '11 for allegedly assaulting a police officer could face suspension or expulsion, based on the Code of Student Conduct and actions taken by the university in past similar situations

For the complete article, click here.

19-May-11 10:00 AM

Assistant Director, Center for Honor Enrichment & Community Standards

Tue, 31 Jan 2012 06:00:00 GMT

Title: Assistant Director, Center for Honor Enrichment & Community Standards Description: Assistant Director of the Center for Honor Enrichment & Community Standards (CHECS) (Anticipated Opening) Christopher Newport University invites applications for an anticipated position of Assistant Director of the Center for Honor Enrichment & Community Standards (CHECS). Reporting to the Director of the Center for Honor Enrichment & Community Standards, the Assistant Director will assume a leadership role for the community standards of the University. Specifically, this position adjudicates allegations of conduct violations for the Honor Code and the Student Code of Conduct. The successful candidate will also be responsible for recruiting and training members for the University Committee on Student Discipline, articulating the Honor ethos that permeates the campus, and providing educational opportunities for students as members of the larger community. The Assistant Director...

Program Coordinator, Student Conduct & Community Standards

Wed, 25 Jan 2012 06:00:00 GMT

Title: Program Coordinator, Student Conduct & Community Standards Description: GENERAL RESPONSIBILTIES: Responsible for coordinating the efforts of the College to establish, enforce and review policies related to the Student Code of Conduct and behavioral intervention. Also responsible for developing and providing training and communication tools to educate the campus community about resources, procedures, codes, community standards, and legal requirements. ESSENTIAL DUTIES: Oversee process for Student Code of Conduct violations. Adjudicate allegations of violations to the Student Code of Conduct through student conduct hearings. Interpret college policies as they relate to alleged student misconduct. Chair the Behavioral Intervention Team and coordinate the specific functions related to the intervention plan. Facilitate the appropriate paperwork and data entry to track violations of the Student Code of Conduct. Create new developmental sanctions to assist in student...

Coordinator, Code of Conduct

Wed, 25 Jan 2012 06:00:00 GMT

Title: Coordinator, Code of Conduct Description: Energizing and enhancing growth. We strive to maximize students' opportunities by expanding our resources and effectively utilizing them to support our continuous improvement. Coordinator, Code of Conduct Under the general direction of the Assistant Dean, Code of Conduct & Student Life, the Coordinator, Code of Conduct will work in collaboration with the Assistant Dean to create, implement and maintain educational programs related to the Code of Student Conduct, campus civility and student leadership development. The Coordinator will work closely with the Assistant Dean, Code of Conduct & Student Life to coordinate the efforts of college-wide campus civility initiatives while assisting with the Code of Student Conduct policy, hearings and Community Standards Board training. In addition, the Coordinator, in collaboration with the Coordinator of Student Life, will assist with extracurricular programs and activities to promote student...

Director, Retention and Student Success

Thu, 19 Jan 2012 06:00:00 GMT

Title: Director, Retention and Student Success Description: The Lincoln Land Community College (LLCC) district comprises all or part of 15 counties in central/central southern Illinois and covers 4,115 square miles making it the largest geographic community college district in the State of Illinois. The college’s main campus is located in Springfield, Illinois. In order to serve students throughout its large district, LLCC also provides educational services at facilities in Taylorville, Litchfield, Hillsboro, Jacksonville, and Beardstown. LLCC enrollment for 2010-2011 was over 16,000 full- and part-time credit and non-credit students. Lincoln Land Community College is currently accepting applications for the position of Director, Retention and Student Success reporting to the Vice President, Student Services. The Director provides leadership for the development and delivery of a comprehensive, coordinated student success and retention program. The Director will advance the...

Assistant Director for University Community Standards

Wed, 18 Jan 2012 06:00:00 GMT

Title: Assistant Director for University Community Standards Description: Campus Description: Stony Brook University, home to many highly ranked graduate research programs, is located 60 miles from New York City on Long Island's scenic North Shore. Our 1,100-acre campus is home to 24,000 undergraduate, graduate, and doctoral students and more than 13,500 faculty and staff. The University is a member of the prestigious Association of American Universities and co-manager of nearby Brookhaven National Laboratory, a multidisciplinary research laboratory supporting world class scientific programs utilizing state-of-the-art facilities. Stony Brook University Medical Center is Suffolk County's only academic medical center and tertiary care provider. Many opportunities exist for collaborative research, and in some cases, joint appointments with BNL or with Medical School departments. Budget Title: Senior Staff Assistant Reference Number: WC-S-7109-12-01-S Department: University Community...

Coordinator for Substance Education

Tue, 17 Jan 2012 06:00:00 GMT

Title: Coordinator for Substance Education Description: JMU invites applications for a Coordinator position in the Office of Judicial Affairs. This position will have primary responsibility for coordinating the alcohol and drug sanctioned programs and outreach efforts; conducting administrative option hearings; conducting program and process assessment; and interacting with parents, faculty, police, and legal counsel. This is an 11 month AP Faculty position that will be paid out over 12 months. For more information about the office, please refer to the Judicial Affairs website at: www.jmu.edu/judicial. The Coordinator has responsibility for the following: - Participation as an administrative hearing officer for minor, major and flexible cases. - Coordination of all substance educational programs including, but not limited to, recruiting and training facilitators, scheduling programs/rooms, managing the outstanding sanction list, updating curriculum, reviewing fee waiver...

Student Conduct Coordinator two positions

Thu, 12 Jan 2012 06:00:00 GMT

Title: Student Conduct Coordinator two positions Description: Position Summary: Each Conduct Coordinator at Virginia Tech reports to either the Assistant Director or the Associate Director and works closely with other units of the division to maintain a developmentally appropriate and accountable system for managing student conduct issues. The Conduct Coordinators will assist the institution’s chief conduct officer in the administration of the University Policies for Student Life (UPSL) and the adjudication of alleged infractions of the Code of Student Conduct found therein. The Conduct Coordinators will coordinate several functions of the office including, but not limited to, student organizational cases, gender-based violence and other abusive conduct cases, student volunteer efforts, and educational sanctions. The job responsibilities will vary in the percent of time required for the two positions. One student conduct coordinator will focus on the administration and...

Associate Director of Student Conduct- Academic Integrity

Wed, 11 Jan 2012 06:00:00 GMT

Title: Associate Director of Student Conduct- Academic Integrity Description: Purpose of Position Responsible for the primary oversight of all issues related to academic integrity including outreach, education, and case management. Essential Functions Adjudicate allegations of student misconduct with an emphasis on the student's ethical development (insure students understand their rights and responsibilities in the conduct resolution process; investigate, determine responsibility, and apply developmental sanctions when necessary in accordance with university process and the unit's articulated student learning outcomes; represent the Office in University Hearings; compose appeal responses; and maintain accurate records). Serve as a community resource on matters of student conduct (facilitate and participate in educational programs sponsored by the Office; respond to inquiries from community members; build relationships and collaborations across campus). Provide support for unit...

2012 Donald D. Gehring Academy

Mon, 15 Feb 2010 18:24:37 GMT

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

2012 ASCA Annual Conference

Wed, 23 Dec 2009 19:33:26 GMT

ASCA 2012: Do What Matters

February 1-5, 2012, TradeWinds Island Grand, St. Pete's 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 Academy Registration pages

Fri, 03 Feb 2012 02:57:30 GMT

Register for Gehring Academy Institute Tracks Training Institute Mid-Level Managers Institute Senior Level Institute Mediation Institute Register for Gehring Academy One Day Programs Sexual Misconduct Training Interview & Investigation Training Behavior Intervention Team Training Training Board Training Community College Training

2012 Gehring Academy

Fri, 03 Feb 2012 02:46:39 GMT

July 15-20, 2012 University Of Louisville Select a Gehring Academy Institute Track 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 before you register. Click here for full descriptions of the Gehring Academy Institute Tracks Tracks include: Training InstituteMid-Level Managers Institute Senior Level Institute Mediation Institute Select a Gehring Academy One Day Program 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 before you register. Click here for full descriptions of the One Day Programs One Day Programs include: Sexual Misconduct Training Interview & Investigations Training Behavior...

2012 Conference Programs

Thu, 02 Feb 2012 14:26:45 GMT

Archived Announcements: Program Changes 1. Concurrent Session #1 will start at 10:30am and end at 11:45am. The program incorrectly lists Session #1 beginning at 10:15am. Please adjust your schedule accordingly. 2. The Florida state meeting will be held Friday from 6:15pm to 7:30pm in Snowy Egret. Mobile Site & Social Media You can view the conference mobile site at http://theascaevents.smartviso.com/home. The site includes information about the conference schedule, sessions, maps, activities, sponsors and much more. Please make sure to bookmark the site on your mobile devices! Also, don’t forget to follow the conference on Twitter, using the hashtag #theascaconf. Materials for the ASCA Business Meeting Documents related to the ASCA Business Meeting (held during brunch on Friday at 10:15am) are available for viewing and download in the ASCA Conference Dropbox. Documents include the 2011 annual budget, minutes from last year’s business...

ASCA Statement of Diversity

Tue, 31 Jan 2012 19:30:30 GMT

Diversity is one of ASCA's core values. The Association is committed to strengthening diversity by intentionally developing and implementing strategic goals to:

Increase the membership and participation of and leadership opportunities for underrepresented populations* within the Association and

Increase the membership and participation of various types of institutions ** within the Association; and

Promote an appreciation of diversity in all aspects of the Association’s policies, practices, programs and services.

* Including but are not limited to race, ethnicity, gender, sexual orientation, religion, creed, age, abilities, and citizenship.

**Including but are not limited to: Community Colleges, Faith Based Institutions, For Profit Institutions, Hispanic Serving Institutions, Historically Black Colleges and Universities, International Institutions, Medical Institutions, Single Gender Institutions, Technical Institutions, and Tribal Colleges.

2012 Gehring Interview & Investigation Training

Mon, 30 Jan 2012 01:18:30 GMT

The nuances of interviewing students and investigating behavioral misconduct at the post-secondary level can be challenging. Understanding the foundations critical to student development through a sound student conduct process is the basis of our work. Likewise, in order to provide the best outcome for the education of the student and preserve due process, one must fully comprehend the elements of the student, the incident, and the educational outcomes needed to modify student behavior.

This 1-day training is focused for new to mid-level professionals who want to be able to hone their skills in the investigation of conduct cases. If information is gathered accurately, even the simplest case with a minor infraction can offer the investigating officer the opportunity to deliver the best developmental and educational sanctions to the student and be able to articulate the reasons why.

Participants will be shown techniques for investigating to include interviewing, statement analysis, note taking and case presentation. Time permitting; participants will be given the opportunity to practice these skills.

2012 ASCA Annual Conference

Fri, 27 Jan 2012 22:24:16 GMT

February 1-5, 2012 Tradewinds Resort St. Pete Beach, FL Stay Connected, for Conference updates! #theascaconf Still interested in registering? Onsite Registration will be available! 2012 ASCA Conference Registration ASCA Conference Payment & Refund Policy TradeWinds Island Resorts Reservation Information*hotel rates guaranteed through Sat. Jan. 7 2012 Archived Announcements 2012 Conference Announcements Conference Schedules Pre-Con Schedule Concurrent Session Schedule Overall Conference Schedule Leadership Training Schedule Conference Speakers Keynote Speaker Featured Speakers General Conference Information Newcomers Mid-Level Professionals Senior Student Affair Officers FAQ'S Graduate Students Professional Development Entertainment at Conference Conference Planning Team Accomodations Special Accomodations Roomate Matching ...

Current Foundation Board Members

Fri, 27 Jan 2012 20:01:40 GMT

Lee Bird, PhD Oklahoma State University Chair Saundra Schuster, Esq Schuster & Clifford, LLP & Partner, NCHERM Secretary Mary Beth Mackin University of Wisconsin-Whitewater Treasurer Members * new members Barbara Fienman Cambridge College Bill Fischer, JD University of Dayton David Parrott, PhD Texas A&M University Gary Dickstein Wright State University Howard Bailey, PhD Western Kentucky University *John Lowery, PhD Indiana University at Pennsylvania Judy Rashid, PhD North Carolina A&T Larry Bolles, PhD Northern Illinois University *Ray Goldstone, JD University of California Los Angeles *Tamara King, JD Washington University in St. Louis Ex-Officio Members W.Scott Lewis, JD ASCA Past President St. Mary's College & Partner, NCHERM

2012 Gehring One Day Programs

Fri, 27 Jan 2012 19:17:23 GMT

Sexual Misconduct – Thursday & Friday, July 19-20, 2012 The federal requirements - that apply to community/technical colleges as well a public and private 4 year institutions - related to the prevention and response to acts of sexual misconduct on campuses were reemphasized in last year’s Office of Civil Rights Dear Colleague Letter. This, coupled with an increase in OCR investigations, has resulted in many campuses revisiting who their Title IX Coordinator is/should be the structure of this position, and the overall structure of campus efforts to prevent and respond to issues surrounding gender-based discrimination and sexual misconduct. Click here for more information Behavior Intervention Team Training – Thursday, July 19, 2012 In direct response to the rise in incidents of self-injury and violence on campuses, the Governor’s Panel Report on the Virginia Tech shootings, as well as the Safe Schools Initiative developed by the U.S. Department of...

2012 Gehring Institute Tracks

Fri, 27 Jan 2012 19:06:11 GMT

Training Institute The Gehring Academy Training Track presents a four-day competency-based curriculum for professionals seeking a comprehensive understanding of student conduct administration. The training provides resources and information that cover 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. Click here for more information on the Training Institute Mid-Level Manager’s Institute The Gehring Academy Mid-Level Managers Institute is intended for the more seasoned student conduct professional, usually with three to five years of full-time student conduct responsibilities and experience. This Institute is for...

2012 Gehring Community College One Day

Thu, 26 Jan 2012 23:01:45 GMT

This session is for community college professionals to explore the unique nature of student conduct issues confronting their campuses.

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.

The survey will be open until 12 midnight CT on Wednesday, August 12, 2009.

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

Silent Auction 3

Sat, 04 Feb 2012 09:30:14 GMT