Archive September 2020

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Navigating Student Conduct Through A Virtual Lens

By Katie Newcomb 

In a few short months, student conduct practitioners have found themselves reinventing and adapting their work to fit a virtual model. This change holds
promise as the field continues to transform and evolve. While COVID-19 has forced the field to take drastic steps forward, it has done so without the time to navigate the inevitable challenges. For instance, how do conduct practitioners create a process that is both private and confidential when asking students to participate in a conduct meeting at their home? The purpose of this article is to address these topics by exploring the various challenges that exist, and how professionals can navigate these challenges using both technology, campus partnerships, and by re-examining their process to make it accessible and inclusive for all students. As COVID-19 has completely transformed higher education, conduct practitioners must respond in a way that advances the field of student conduct without neglecting the impact that these challenges will inevitably have on both students and staff members’ well-being and success.

Leading Authentically as Change Agents

By Titus Adeleke 

Student conduct practitioners who did not traditionally operate in a virtual setting are experiencing a new wave of change created by the onset of our community’s collective response to the novel Coronavirus, otherwise known as COVID-19. Almost simultaneously, institutions began to experience reignited calls for social justice change and awareness within their communities as a response to a new wave within the Black Lives Matter (BLM) movement. As leaders in our institutions, we are primarily responsible (rightfully so) for upholding the community standards of our institutions and modeling the way for our students – all while leading as change agents for our institutions and communities as well. This post will examine the roles of student conduct practitioners as change agents through the lens of the authentic leadership theory (Avolio & Gardner, 2005; Shu, 2015). Knowing our place as change agents can be challenging; especially while navigating societal changes on a large scale.

Trauma Informed Practices and Their Impact on Fundamental Fairness

By Robert Alston 

As student conduct administration systems have been built, challenged, and modified they continue to be based on legal concepts protecting educational property; property laws that have been shown to protect and reinforce whiteness (Harris, 1993). While student conduct practices have evolved to offer less judicial resolution pathways (e.g. alternative dispute resolution, restorative justice practices, etc.), judicially structured practices have continued to produce findings and sanctions as they have post-Dixon. While there is work to be done on policies and procedures to be sure, a new concern is rising for student conduct administrators: how to meet the educational needs of a student while thinking backward from a courtroom deposition during each portion of their response to a report (“A systemic approach to due process in higher education,” 1999).

Day-to-Day Equity, Diversity, and Inclusion: From Ideas to Practice for Student Conduct Professionals

By Emalie R. Chandras 

Enacting a shift in mindset towards an equitable, diverse, and inclusive motivated student conduct practice depends on the willingness to execute small
changes that can create a structural lasting impact in a department's actions. This article will introduce tactics and reflective prompts for practitioners to use to develop equity, diversity, and inclusion understanding in staff training, reviewing, editing, and implementing policies and procedures on their campus, and in identifying biases present in sanctioning.