Transcript Student Conduct Assessment Strategies

Student Conduct
Assessment Strategies
STUDENT AFFAIRS
ASSESSMENT CONFERENCE
EMORY UNIVERSITY
OCTOBER 12, 2010
PRESENTED BY
DANIEL SWINTON, JD, EDD
ASSISTANT DEAN OF STUDENTS
DIRECTOR OF STUDENT CONDUCT &
ACADEMIC INTEGRITY
VANDERBILT UNIVERSITY
Presentation Overview
 Assessment in Student Conduct
 Theoretical Framework: Learning Reconsidered,
CAS
 Developing Learning Outcomes
 Examples

Baseline, Benchmarking, Data Analysis, Surveys, Audits,
Matrices
 Difficulties in Assessing Student Conduct
 Applying results
Session Learning Outcomes
 At the conclusion of today’s session, participants
should be able to:

Identify internal and external resources to enhance the student
conduct assessment efforts on their campus

Evaluate current learning outcomes and assessment efforts for
compatibility with internal and external missions

Connect learning outcomes to assessment methods and tools
to enhance their current assessment efforts
Assessment in Student Conduct
BACK TO BASICS
CAS & STUDENT CONDUCT PROGRAMS
DIFFICULTIES IN ASSESSMENT IN STUDENT CONDUCT
CANDY CLASSICS & STUDENT CONDUCT ASSESSMENT
LEARNING RECONSIDERED
REALMS OF ASSESSMENT IN STUDENT CONDUCT
Import of Fundamentals:
Maintain Proper Perspective
 Vince Lombardi story
 “This coach knew . . . they could spend their time practicing
intricate trick plays, but until they mastered the fundamentals
of the game, they would never become a championship team.
 I think most of us intuitively understand how important the
fundamentals are. It is just that we sometimes get distracted
by so many things that seem more enticing.
 Printed material, wide-ranging media sources, electronic tools
and gadgets—all helpful if used properly—can become hurtful
diversions.”
Source: Of Things That Matter Most, Dieter F. Uchtdorf. October 2, 2010.
CAS: Student Conduct Programs
 Student Conduct Programs (SCP) must establish systematic
plans and processes to meet internal and external
accountability and expectations with regard to program
as well as student learning and development
outcomes. SCP must conduct regular assessment and
evaluations.
 Assessments must include qualitative and quantitative
methodologies as appropriate, to determine whether and
to what degree the stated mission, goals, and student
learning and development outcomes are being met.
The process must employ sufficient and sound measures to
ensure comprehensiveness. Data collected must include
responses from students and other affected constituencies.
Source: CAS Professional Standards for Higher Education, 7th Ed. (2009).
CAS: Student Conduct Programs
 SCP must evaluate regularly how well they
complement and enhance the institution’s stated
mission and educational effectiveness.
 Results of these evaluations must be used in revising
and improving programs and services, identifying
needs and interests in shaping directions of program
and service design and recognizing staff
performance.
Source: CAS Professional Standards for Higher Education, 7th Ed. (2009).
Difficulties in Student Conduct Assessment
 Nature of the work – reactionary, unpredictable, tinged
with negativism










Unique in Student Affairs
Length of intervention can be limited
Costs of Due Process
Student attitudes
Time
Expertise
Perception vs. Reality
Institutional support
Money
Privacy/Confidentiality
Assessment and Candy Classics
“How many licks does it take to get to
the center of a tootsie pop?”
– Mr. Owl, 1970


“Many have attempted, and failed, to lick
their way to the center of the Tootsie Pop.
The temptation to bite and reach the
embedded Tootsie Roll prize has proven too
great... just like it was for Mr. Owl. . .”
“For the truly disciplined who have made it
successfully to the center, Tootsie places
them in its highest regard.”
Source: http://www.tootsie.com/gal_licks.php
 “There’s no wrong way to eat
a Reese’s”

Is there “no wrong way to do
assessment?”
Learning Reconsidered
Learning Reconsidered (I & II) represent a collaborative effort
between NASPA, ACPA, ACUHO, ACUI, NACA, NIRSA,
NACADA to better encapsulate student learning and
development outside the classroom
 Cognitive complexity
 Knowledge Acquisition, integration, application
 Humanitarianism
 Civic engagement
 Interpersonal/intrapersonal competence
 Practical competence
 Persistence and academic achievement
Realms of Assessment in Student Conduct
 Legal and/or policy adherence
 Developmental effect on students
 Student, faculty & staff perception
 Procedural
 Policy review
 Trends
 Benchmarking
CAS: Student Conduct Programs
Assessment and Evaluation Activities
Assessment and evaluation activities may include:
 whether student conduct boards accurately follow
the institution's procedural guidelines
 general impressions of the student conduct system
according to students, faculty, staff members, and
the community
 developmental effects on students and student
conduct board members
CAS: Student Conduct Programs
Assessment and Evaluation Activities
 annual trends in case load, rates of recidivism, types
of offenses, and efficacy of sanctions
 effects of programming designed to prevent
behavioral problems
 unique aspects of special function or special
population student conduct boards (e.g., student
organization or residence hall boards)
Learning Outcomes & Student
Conduct Assessment
DEVELOPING LEARNING OUTCOMES
CAS, OF COURSE
COMMUNITY VALUES
INSTITUTIONAL CONTEXT
DIVISIONAL CONTEXT
OFFICE CONTEXT
ASCA CONTEXT
Why Learning Outcomes?
 Measure effectiveness
 Provide evidence of student learning/development
 Accreditation
 Accountability by outside/governing agencies
 Quality improvement
Information courtesy of John Zacker, University of Maryland – 2008 ASCA Gehring Mid-level
Mangers’ Institute
Learning Outcomes & Assessment Efforts:
The Basics
 Consistent with Department, division, institutional
missions
 Clear
 Measureable
 Realistic

In light of expertise, time, resources etc.
 Of some significance
 There is little use to assessing merely for assessment’s sake
CAS
Outcomes
Outcome Domains
1 - Knowledge acquisition,
construction, integration
and application
2 - Cognitive Complexity
3 - Intrapersonal
Development
Outcome Dimensions
 Relating knowledge to daily life
(1)
 Constructing knowledge (1)
 Reflective thinking (2)
 Effective reasoning (2)
 Realistic self-appraisal, selfunderstanding and self-respect
(3)
 Identity development (3)
 Commitment to ethics and
integrity (3)
CAS
Outcomes
Outcome Domains
4 - Interpersonal
Development
5 - Humanitarianism and
Civic Engagement
6 - Practical Competence
Outcome Dimensions
 Interdependence (4)
 Sense of civic responsibility (4)
 Understanding and appreciation
of cultural and human differences
(5)
 Pursuing goals (6)
 Managing personal affairs (6)
 Maintaining health and wellness
(6)
 Living a purposeful and satisfying
life (6)
Vanderbilt
Community
Creed
Scholarship
Individuals who join the Vanderbilt University community embark on a lifelong journey
toward greater intellectual enlightenment and personal growth. Those who aspire to this
purpose share an obligation to honor the principles that define Vanderbilt. The
University’s enduring tradition of excellence is preserved when the community is united
by a common set of values:

SCHOLARSHIP is the pursuit of knowledge in an environment of academic
freedom. Members of our community engage in a partnership of learning in which
the exploration of ideas is encouraged and protected.

HONESTY is a commitment to refrain from lying, cheating, and stealing.
Recognizing that dishonesty undermines community trust, stifles the spirit of
scholarship, and threatens a safe environment, we expect ourselves to be truthful in
academic endeavors, in relationships with others, and in pursuit of personal
development.

CIVILITY is the genuine respect for the rights of others. We value constructive
disagreement and are mindful of the potential impact of our words and actions.

ACCOUNTABILITY is taking responsibility for our actions and their consequences.
We accept the duty to actively participate in the decisions that affect our academic
and personal lives, and we honor our commitments to ourselves and to others.

CARING is the concern for the well-being and dignity of others. We are dedicated to
supporting one another within our community. We make a lifelong commitment to
channeling service, knowledge, and experience toward the betterment of humanity.

DISCOVERY is the exploration of the wonders of self in relation to a larger world.
We embrace the opportunity to take risks, challenge assumptions, and understand
disparate experiences at Vanderbilt and beyond.

CELEBRATION is the active appreciation of Vanderbilt University’s tradition of
excellence. We support the endeavors and recognize the achievements of our
community members. In celebrating the expressions of our differences, we delight
in the spirit that unites individuals throughout our community.
Honesty
Civility
Accountability
Caring
Discovery
Celebration
We pledge to foster the values set forth in the Vanderbilt Community Creed and
confront behavior that may weaken the spirit of our community.
Developing Learning Outcomes:
 Institutional-context

Vanderbilt University is a center for scholarly research,
informed and creative teaching, and service to the community
and society at large. Vanderbilt will uphold the highest
standards and be a leader in the
quest for new knowledge through scholarship,
 dissemination of knowledge through teaching and outreach,
 creative experimentation of ideas and concepts.


In pursuit of these goals, Vanderbilt values most highly
intellectual freedom that supports open inquiry,
 equality, compassion, and excellence in all endeavors.

Developing Learning Outcomes
 Divisional-context
Example
 The Office of the Dean of Students serves a central role in
student learning and development at Vanderbilt, advancing
the University's mission of teaching, research, and service by
fostering academic and social networks through which
students develop as intentional learners and global citizens.
The Office of the Dean of Students creates opportunities to
involve students, faculty and staff in diverse learning
communities and provides a critical support structure for
enriching the overall student experience. We achieve these
ends through strategic alignment, both internally and in
concert with other university departments.
Developing Learning Outcomes
 Department/Office-context

The Office of Student Conduct and Academic Integrity
promotes good citizenship within the Vanderbilt University
community through education. Students are expected to
respect themselves and others, to act responsibly, and to take
responsibility for their actions. The student conduct system
addresses student violations of University policy through fair,
consistent, and confidential procedures.
Developing Learning Outcomes
External context:
ASCA Statement of Ethical Principles and Standards of Conduct




Members shall treat all students with impartiality and accept all students
as individuals . . . And seek to create and maintain a campus climate in
which learning and personal growth and development take place
Rules, procedures and standards shall reflect the commitment to equity,
fairness, honesty, trustworthiness and responsibility
Members shall demonstrate and promote responsible behavior and seek
to enhance the responsibility that each student takes for his/her own
actions
Ensure “disciplinary interventions that contribute to educational and
personal growth of the student”
Sample Assessment Efforts in
Student Conduct
AUDIT
BENCHMARK
SURVEY
REFLECTIVE ESSAY
Internal
Information
Audit
Is this Assessment?
Audit of disciplinary
database – ensuring
uniformity, detailed,
complete records
Benchmarking
Is it Assessment?
What are its uses?
Internal vs. External
Code
Administration
Centralized
Hybrid
Decentralized
Traditional Honor
Code
Emory University
Princeton University
Rice University
Stanford University
Vanderbilt University
Modified Code
Non-traditional Code
California Institute of
Technology
Brown University
Dartmouth College
Harvard University
Northwestern University
Univ. of Pennsylvania
Washington University
Yale University
Duke University
Johns Hopkins University
University of Notre Dame
University of Chicago
Cornell University
Columbia University
Massachusetts Institute
of Technology
Assessment Plan
Survey: Purpose & Learning Outcomes
 The purpose of this survey is to understand students'
perception of the student conduct process and
understand what learning has occurred as a result of the
process.
 Our learning outcomes are:




Recognize that they are accountable for their behavior and the
attendant consequences
Articulate how their behavior affected or could affect others
Describe the nature and function of the university disciplinary
process and policies applicable to the issues discussed with OSCAI
staff
Employ informed decision-making to prevent similar problematic
behavior.
Survey Questions – Part 1
 Demographic
information






Gender
Ethnicity
Class Standing
Residence
Athlete
Greek affiliation
 Case Resolution






Responsible?
Violations
Sanctions
# of times referred to
Student Conduct
Type of hearing
Source of policy
knowledge
Survey Questions – Process & Policies
 I was aware of the student conduct policies before





the incident occurred.
My rights as an accused student were adequately
explained to me.
The hearing process was adequately explained to me.
I was treated fairly during the hearing.
My questions were answered during the hearing
process.
My case was handled in a timely manner.
Survey Questions – Process & Policies
 I believe the hearing’s purpose was educational in
nature.
 Whether or I agreed or not, I understand the
rationale for the decision made in my case.
 As a result of the student conduct process, I have a
better understanding of the conduct policies.
 As a result of the student conduct process, I
understand my rights as an accused student.
Survey Questions – Accountability, Insight &
Understanding
 As a result of the student conduct process, I have a
better understanding of how my behavior may affect
other people.
 My sanctions were proportionate to my violations.
 I believe the sanctions were educational in nature.
 I understand that I am accountable for my actions.
Survey Questions – Accountability, Insight &
Understanding
 In the future, I will challenge other students’
behavior that puts them or other members of the
community at risk or violates student conduct code.
 As a result of the student conduct process, I am not
likely to violate the student conduct code again.
 As a result of the student conduct process, I have a
better understanding of how my future may be
affected by my decisions.
Student Voice Survey
Reflective Essays
 Qualitative approach
 Excellent forum for Learning Outcomes delineation
and determination

Allows for more detailed and nuanced analysis of Learning
Outcomes
 Among the most educationally-oriented sanctions
 Rubric-scoring spreadsheet hosted on University
network accessible to Student Conduct officers – upto-date tracking of assignments, patterns, themes
etc.
Research
Effort
Responsibility
Relationships
Low Awareness
1
Cited 1 - 2 sources.
High Awareness
3
Cited more than 5 sources.
Student acknowledges that their
behavior is not in line with
community values.
Student includes elements of level 1
and acknowledges their responsibility
in the violation.
Student includes elements of levels 1 and 2
and indicates how their behavior impacts
or might impact the community.
Example: I know that underage
drinking is against the law.
Example: My friends brought the
alcohol to my room, but I made the
decision to drink.
Example: The emergency team that
responded to the call about my intoxication
might have been delayed in helping
someone else.
Student identifies that a personal
relationship has been changed in
an undesirable manner, but does
not articulate how that change
impacts them personally.
Student includes elements of level 1
and discusses why they think the
relationship(s) has/have changed.
Student includes elements of levels 1 and 2
and describes how they feel about the
changed relationship.
Example: My behavior has caused my
friends to avoid going out with me
because they are tired of having to take
care of me.
Example: Even though I was disappointed
that my friends didn’t want to hang out
with me as much, it helped me realize that I
don’t have to get wasted to have fun with
them. I’d rather be sober and with them,
than wasted and alone.
Student includes elements of level 1
and identifies ways in which behavior
is not congruent to their goals
Student includes elements of levels 1 and 2
and identifies ways to get back on track to
reaching goals and deterring negative
behavior.
Example: My roommate doesn’t
want to go out with me anymore.
Goals
Moderate Awareness
2
Cited 3-5 sources.
Student identifies specific ways in
which behavior has had or might
have negative impact on personal
goals.
Example: My violation of the
student conduct code has caused
me to lose my position as
president of my sorority.
Example: I had to give up my position
as sorority president, because being
intoxicated does not demonstrate
responsible leadership.
Example: Instead of drinking, I plan to
exercise more and keep my appointments
with my counselor in the PCC to help me
deal with my anxiety.
Applying Assessment Results
POLICY &/OR PROCEDURAL ADJUSTMENTS
TRAINING & EDUCATIONAL OUTREACH
FOLLOW-UP & FOCUS GROUPS
Example
Evidentiary Standards: Integrating Results
 Current approach, standard and data
 Benchmarking review of “Top 20”
 Literature
 Model Code
 National Baseline Study on Campus Sexual Assault: Adjudication of Sexual
Assault Cases. Association for Student Judicial Affairs. (2000).
 Department of Education: Office for Civil Rights


Georgetown letter
Ohio State University
 “Given the foregoing, I recommend that the University determine
whether a shift in the burden of proof from “clear and convincing”
to “a preponderance of the evidence” in relation to violations of the
Student Code, is appropriate, desired and/or required.”

Met with Dean of Students, General Counsel, Faculty, Upper-level
administration, Appellate Review Board Chair, and Students to receive buy-in on
proposed course of action.
Operationalizing
Assessment
Results
Focus Group indicated
confusion as to basic
hearing procedures
Student Conduct
created a simple flowchart
Approved by members
of focus-group,
supervisors, colleagues
Placed online; will be
used in presentations
and training
Session Learning Outcomes
How did we do?
 At the conclusion of today’s session, participants
should be able to:

Identify internal and external resources to enhance the student
conduct assessment efforts on their campus

Evaluate current learning outcomes and assessment efforts for
compatibility with internal and external missions

Connect learning outcomes to assessment methods and tools
to enhance their current assessment efforts
Best of luck on your journey