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Tools for Addressing and Changing Potentially Harmful Student Behaviors Presented by, Bill Shipton , Director of Student Programs & Services, Residential Programs & Services

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The tool academy

Tools for Addressing and Changing Potentially Harmful Student Behaviors

Presented by,

Bill Shipton, Director of Student Programs & Services, Residential Programs & Services

Laura Guthrie Eads, Assistant Director for Student Conduct, The Office of Student Ethics & Anti-Harassment Programs and Residential Programs & Services

The Tool Academy


The tool academy

“If the only tool you have is a hammer, you tend to see every problem as a nail.”

-Abraham Maslow


What do you already know

What do you already know?

  • Advisors:

  • During an advising appointment, you discover a student cannot register due to a “Student Ethics hold”. They ask what they need to do.

  • What do you tell them?

  • CDC/Financial Aid:

  • A student tells you he got in trouble and had to see “Jboard”. He is wondering if this will affect his chances of getting a job/getting into law school/getting financial aid.

  • What would you say?


What do you already know1

What do you already know?

  • Orientation:

  • You overhear your student staff saying that IU has a “three strikes and you are out” rule. You tell them that IU does not and they ask you how the judicial system works.

  • What do you say?

  • Faculty/Ais”

  • A student in your class is continually disruptive but isn’t breaking any laws. You worry that he is affecting the experience for others.

  • What resources do you have to address this behavior?


Assumptions

Assumptions

Students make mistakes and experiment

Students can learn and thus change

Students can demonstrate remorse

Students are good people who deserve care and regard

Students want help and direction in order to be successful

Students want to be liked and accepted

Students want to graduate

Students want a good and safe environment in which to live and study


Goals

Goals

To hold students accountable for their behaviors with fairness and dignity to all involved parties

To protect the welfare of the Indiana University community and its constituents

To educate students about the expectations Indiana University has regarding the standards of behavior all students are to maintain

To instruct, educate, and advise students to cease offending behaviors and get assurances that these behaviors will not be repeated


Goals1

Goals

To provide developmental learning experiences that give students the opportunity for insight and reflection about why they are at IU and how to best accomplish their educational and personal goals

To educate students about what it means to be part of a community and to strive to cultivate an atmosphere of respect and understanding among diverse members of the IU Community

To advocate to enhance and, at times, re-establish the learning environment for students at IU (Community Restoration)

To fairly, effectively, and efficiently administer the Code of Student Rights, Responsibilities, and Conduct


Community restoration restorative justice vs retributive justice

Community Restoration/Restorative Justice vs. Retributive Justice

Restorative Justice has a balanced focus on:

Person(s) causing harm, person(s) harmed, and the community

What harm was caused

Who is responsible

How the harm can be repaired

Creating peace in communities

Retributive Justice focuses on:

The offender

What rule was broken

Who broke the rule

How should they be punished

Resource: http://www.restorativejustice.org


The tool box

The Tool Box

Daily Interventions (CaPS/SACS/resource referrals, expressing concern, mediating roommate conflicts, etc.)

Informal Follow-Up Conversations

Alternative Alcohol Intervention Program (AAIP)

Campus Judicial System


Summary of personal misconduct procedures

Summary of Personal Misconduct Procedures

Alleged violation occurs

Written report to Dean of Students

Written notification to student

Judicial Conference

Hearing Commission/Formal Hearing

Review Board


Guiding documents

Guiding Documents

Code of Student Rights, Responsibilities & Conduct (http://www.indiana.edu/~code)

Residence Hall/Apartment Rules & Regulations (http://www.rps.indiana.edu/flipbooks/AtoZ_guide/atozguide.cfml)


What is unique about iu s campus judicial system

What is unique about IU’s Campus Judicial System?

Centralized (Academic, Off Campus, etc)

Emphasis on peer judicial boards

Relationship with IUPD

Autonomy of Judicial Officers/Boards

Strong emphasis on student rights (witnesses, advocates/advisors, victim rights, etc)

Clear & Convincing standard


What is clear convincing evidence

What is “Clear & Convincing Evidence”?

  • “Reasonably certain” or “Highly probable”..what does that mean to you?

  • Preponderance of evidence-51% sure

  • Beyond a reasonable doubt-100% sure

  • Clear & convincing-somewhere in between


What is the purpose of sanctioning

What is the purpose of sanctioning?

  • To Educate

  • To Repair Harm

  • To Restore the Community

  • To Prevent future acts of misconduct

  • To Hold Students Accountable

  • Other Purposes?


Types of sanctions

Types of Sanctions

  • Administrative

    • Reprimand and Warning to Expulsion

  • Educational

    • Paper, reflective essay, SMART, etc.

  • Restorative

    • Community Service, fines/retribution, etc.


Administrative sanctions

Administrative Sanctions

  • *Required for every case when a student is found responsible

  • *Sanctions are progressive

  • Administrative Sanctions include:

    -Reprimand & Warning

    -Disciplinary Probation

    -Housing Expulsion/Deferred Housing Expulsion

    -Suspension/Deferred Suspension

    -Expulsion


What questions should be asked when sanctioning a student

What questions should be asked when sanctioning a student?

  • What was the intent of the student?

  • What was the impact on the victim/witness/campus/community?

  • What has the student learned or done to repair the harm?

  • What were the potential and actual consequences of the behavior?

  • What sanctions will help the student understand the consequences of the behavior?

  • Does the student have a history of misconduct?


What would you do activity

What would you do?Activity


Questions how can we partner to help student change harmful behaviors

Questions?How can we partner to help student change harmful behaviors?


The tool academy

"A teacher affects eternity;

he can never tell where his influence stops." - Henry Brooks Adams


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