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Archive October 2020

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Addressing Challenges to Social Justice in Community, Conduct, and Conflict Resolution Using Restorative Practices



By Narges Ershad (she/her),
Tyler Fultz (they/them), and Lauren Mauriello (she/her)


Following years of highly publicized instances of police violence against black people in the United States, students, faculty, staff, and University community members are calling on higher education institutions to review policies and practices which involve policing and systems of accountability on campuses (Kerandi, 2020; Varkony, 2020; Davis III & Matias Dizon, 2020). Op-eds in university newspapers and statements from Black faculty and students have emphasized that these reviews are necessary to ensure that the University systems which have historically marginalized Black and Indigenous People of Color (BIPOC) are equitable, are in line with best practices, and build trust between those who administer accountability systems and the community (UMBC Black Lives Matter, 2020). 

Care over Compliance: Re-centering the Profession on Human Experience



Dr. Jim Lancaster and Dr. James Lorello


Student conduct administrators, undeniably a significant part of “modern universities” agree that “while student conduct covers compliance and a compliance -related issues, it includes many additional aspects…[insuring] that every student is treated fairly and respectfully while keeping education at the heart of the student conduct process” (https://www.theasca.org/faq). As Conduct administrators and faculty, we pose the overarching question concerning current practices in student conduct: where is the balance between educational developmental care and compliance in contemporary conduct administration? Is it time for a recentering of the profession to place greater emphasis on the human experience or our students in the conduct process? It is our belief that it is indeed time for putting the focus back on the students engaging with the student conduct profession. In an era of increasing legalistic fear arising from compliance issues, our goal is to recenter student conduct profession on who really matters: the students. With a focus on building student conduct professionals and processes that have compassion for their students, our hope is to open a dialogue about how to have more meaningful and development interactions with students, faculty and staff we encounter in our work. In this article we will focus on how to make this a reality.

Facing and Combating Implicit Biases in Student Conduct



By Ange Concepcion and Tommy Tressler-Gelok 


This reflective article will focus on an institutionally-specific reflection surrounding the changing nature of student accountability, expectations and behaviors as a result of the recent global and social pandemics facing contemporary American higher education. The authors have taken particular strides over the past 3 years to place student-centered experiences at the core of the conduct process. This included strengthening a partnership with campus safety, challenging implicit biases from paraprofessionals approaching students, and implementing informal feedback from students who have gone through the conduct process. Finally, the authors seek to explore how their awareness of macro cultural elements have forced them to change the ways in which they approach policy enforcement, student conduct initiatives, training and overall findings (Alvesson, 2011; Driskill, 2019; Sackmann, 2011; Schein & Schein, 2017).