1 / 19

Sunnyvale University Student C onduct C ommittee Presentation Solutions and Strategy

Sunnyvale University Student C onduct C ommittee Presentation Solutions and Strategy . University of North Carolina Wilmington Jeremy Brown, Andrew Murray, and Giovanni Simpson . Welcome Sunnyvale.

oona
Download Presentation

Sunnyvale University Student C onduct C ommittee Presentation Solutions and Strategy

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Sunnyvale University Student Conduct Committee Presentation Solutions and Strategy University of North Carolina Wilmington Jeremy Brown, Andrew Murray, and Giovanni Simpson

  2. Welcome Sunnyvale President, Board of Trustees, and town representatives. Our mission is to address the problems among the community members and university students.

  3. Define the problem • As Sunnyvale University has grown, it has slowly encroached upon its local New England town. This encroachment has caused a fray in symbiotic relationship between the two entities and disrupted the genteel fabric of the community in several ways. The town leaders have approached the University to demand solutions to student conduct within the town’s borders.

  4. Committee findings and proposal • Using student participation to address the problems since regular emails have failed. • Integrating town officials, community members and students in joint roles of responsibility to solve present and future issues.

  5. Anticipated Results • This will create more student awareness of the local community issues as well as enhance the community’s connection with students. Both will help diffuse community resentment through developing a greater community/university relationship.

  6. Student based Strategy • Student conduct is the primary source of the problem, therefore most of our focus will be on initiating and completing action items within the student affairs department. • We will implement a three phased plan named “Student Solutions, Student Participation, and Student Development”.

  7. Student Solutions • Solicit Student Ideas for solutions through social media • Prize Giveaway • “Partnerships that have been successful and that have enjoyed longevity are usually quick to embrace the benefits of technology.” The Innovation Journal: The Public Sector Innovation Journal, Vol. 10(2), article 20.

  8. Definition of social media • Social Media • noun plural but singular or plural in construction • Definition of SOCIAL MEDIA • : forms of electronic communication (as Web sites for social networking and microblogging) through which users create online communities to share information, ideas, personal messages, and other content (as videos) http://www.merriam-webster.com/dictionary/social%20media

  9. Social media outlets http://www.marketingcharts.com/wp/interactive/top-10-social-networking-websites-forums-january-2013-26744/

  10. Student Participation • Students participation/student-town involvement • Choose best ideas & empower students to help implement them • Policing and Cleaning Sestercentennial team

  11. Student Development • Creation of permanent student/town committee charged with creating a well-orchestrated on-going strategy to address these, and future issues. • Create a town council and campus connection using WebEx to make town council meetings available to students. • Provide internships in town government to further develop community and student relationships. • http://www.youtube.com/watch?v=V89FyNyrS2k

  12. Perry’s theory of Intellectual and Ethical Development • Perry’s scheme (1968) • The Perry scheme is a model for understanding how college students “come to know, the theories and beliefs they hold about knowing, and the manner in which such epistemological premises are a part of and an influence on the cognitive processes of thinking and reasoning.” • Fundamental to the Perry scheme is a student’s nine-stage progression from dualist to relativist epistemologies. Learners move from viewing truth in absolute terms of Right and Wrong (obtained from “Good” or “Bad” Authorities) to recognizing multiple, conflicting versions of “truth” representing legitimate alternatives.

  13. Kohlberg’s theory of Moral Development • Lawrence Kohlberg (1981) - THEORY OF MORAL DEVELOPMENT • Cognitive component of moral behavior • Representing “the transformations that occur in a person’s form or structure of thought” (Kohlberg & Hersh, 1977, p. 54) with regard to what is viewed as right or necessary. Evans, N. J., Forney, D. S., Guido, F. M., Patton, L. D., & Renn, K. A. (2010). Student development in college: Theory, research, and practice (2 ed.). San Francisco: Jossey-Bass. Kohlberg, L., & Hersh, R. H. (1977). Moral development: A review of the theory. Theory into Practice, 16, 53-59.

  14. Kohlberg cont. • Three Levels; Six Stages Preconventional Students are not concerned about social norms, unaware of social norms, individuals’ personal interest that matter • Stage 1: Hereronomous Morality • Follows the rules and does not harm others • Actions based on avoidance of punishment and superior authority • Stage 2: Individualistic, Instrumental Morality • Self-interest determine whether they follow rules • Understand others needs and interest and willing to compromise or agree • Focused on the “me” mentality but works to minimize the negative consequences Evans, N. J., Forney, D. S., Guido, F. M., Patton, L. D., & Renn, K. A. (2010). Student development in college: Theory, research, and practice (2 ed.). San Francisco: Jossey-Bass. Kohlberg, L., & Hersh, R. H. (1977). Moral development: A review of the theory. Theory into Practics, 16, 53-59.

  15. Kohlberg cont. • Conventional More interaction with peers • Identify with rules and expectations • Students become more socially aware, happen before they get to college but many of the students are struggling in the third and fourth stage • Stage 3: Interpersonally Normative Morality • Meeting expectations of appropriate social roles • Concern with making sure they maintain the “good person” view • Generalized social perspective does not exist • Stage 4: Social System Morality • Viewed consistent set of rules and procedures for all people • “Right is defined as upholding the laws established by society and carrying out the duties agreed on” (p. 104). • Behavior maintains the system and social obligations Evans, N. J., Forney, D. S., Guido, F. M., Patton, L. D., & Renn, K. A. (2010). Student development in college: Theory, research, and practice (2 ed.). San Francisco: Jossey-Bass. Kohlberg, L., & Hersh, R. H. (1977). Moral development: A review of the theory. Theory into Practics, 16, 53-59.

  16. Kohlberg cont. • Postconventional or Principled Individuals make their own choices, understanding the views of other people but make their own decisions • Stage 5: Humans Rights and Social Welfare Morality • “Promote fundamental human rights and values” (p. 104). • “Freely entered social contract to protect members’ rights and ensure the welfare of all” (p.104). • Agreements determine the obligations of relationships of the individual • Stage 6: Morality of Universalizable, Reversible, and Prescriptive General Ethical Principles • Morality focuses on the equal consideration of others in all aspects in the situation • Actions and decisions are based on generally accepted principles of all situations (i.e. equality for mankind/human rights) • Typically not reached by students Evans, N. J., Forney, D. S., Guido, F. M., Patton, L. D., & Renn, K. A. (2010). Student development in college: Theory, research, and practice (2 ed.). San Francisco: Jossey-Bass. Kohlberg, L., & Hersh, R. H. (1977). Moral development: A review of the theory. Theory into Practics, 16, 53-59.

  17. Kohlberg’s and Perry’s Theory in Social Media Perry’s theory and social media both influence the way students cognitively develop and reason. Both also impact the ways that students think and understand, especially in the university environment. Kohlberg’s theory directly correlates to social media, especially in the ways that transformations occur in a person’s form or structure of thought. While social media allows any person to create, share, and exchange information and ideas, the thoughts and engagement within people in this digital environment connects to many other theories.

  18. Sources • Evans, N. J., Forney, D. S., Guido, F. M., Patton, L. D., & Renn, K. A. (2010). Student development in college: • Theory, research, and practice (2 ed.). San Francisco: Jossey-Bass. • Kohlberg, L., & Hersh, R. H. (1977). Moral development: A review of the theory. Theory into Practics, 16, 53-59. • The Innovation Journal: The Public Sector Innovation Journal, Vol. 10(2), article 20. • http://educationaden.50webs.com/images/piaget.jpg • http://www.marketingcharts.com/wp/interactive/top-10-social-networking-websites-forums-january-2013-26744 • http://www.merriam-webster.com/dictionary/social%20media

More Related