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OFFICE OF STUDENT CONDUCT ANNUAL REPORT 2016-2017

The Mission of the Office of Student Conduct is to share and uphold the Student Conduct Code in a manner that is centered on student learning, grounded in fairness and due process, and focused on balancing the interests of the individual with the campus community at

large.

UNIVERSITY OF MINNESOTA DULUTH OSC ANNUAL REPORT 2016-2017 May 31, 2017

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Produced by the

Office of Student Conduct 245 Kirby Plaza 1208 Kirby Drive

Duluth, MN 55812 [email protected]

www.d.umn.edu/conduct/

This publication is available in alternative formats upon request. Please contact the Office of Student Conduct by calling (218) 726-7255, emailing [email protected], or by visiting 245 Kirby Plaza 1208 Kirby Drive, Duluth, MN 55812.

mailto:[email protected]

http://www.d.umn.edu/conduct/



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TABLE OF CONTENTS

Executive Summary

Page 4

Salient Points and Trends Page 6 Goals & Objectives Page 8 Committee Participation Page 13 Background/Clearance Checks Page 13 Event Information Page 14 Academic Integrity Page 15 Summary of Cases Page 16 Summary of Charges Page 17 Demographics Page 18 Sanctions Implemented, Location, and Alcohol Breakdown

Page 20

Extended Data Breakdown Page 21 Breakdown by College Page 22 Budget Breakdown Page 23 Assessment Plan & Results Stories 2017-2018 Strategic Plan Appendix A: Rubric

Page 25 Page 27 Page 29 3


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EXECUTIVE SUMMARY

Background The Office of Student Conduct (OSC) administers the Board of Regents Student Conduct Code on behalf of the University of Minnesota Duluth. Located in Kirby Plaza 245, the OSC serves as a clearinghouse for faculty, staff, students, law enforcement, and community members to report conduct that potentially violates the conduct code. The goal of the Student Conduct system is to educate students about behavior and decision-making, and to foster a safe and healthy community in which academic success can occur.

The Office of Student Conduct recognizes that college students (like all of us) make mistakes. We care for students and we help them by examining how their decisions and behaviors contribute to (or detract from) their overarching goals at UMD. Our outcomes provide students an opportunity to make things right or to prevent themselves from ending up back in the same situation again in the future. The OSC shares the Annual Report publicly and with its internal and external constituents. This Annual Report will share the 2016-2017 statistics (charges, findings, sanctions, and demographic breakdown) with some analysis, team introductions, committee participation, assessment plans, budget, and strategic plan.

Reset: Our Year in Review An overarching theme of “reset” emerged this year. With two new professional staff members comprising the office, we embraced the opportunity to make changes to our operations, both big and small. The following highlights characterize our team effort to “start fresh” throughout the year:

• Updated our office mission and goals • Created a new assessment plan including two new instruments to assess student satisfaction and student learning • Updated our conduct procedures to create a more palatable learning-centered process at the informal resolution level • Created and announced a new conduct procedure for student organizations along with the new Medical Amnesty section of the Student Conduct Code. • Collaborated with Housing and Residential Life to centralize case intake and align our alcohol and drug sanctioning model. • Expired old publications and created new ones • Modified our Title IX investigation procedures to create a more fair and transparent process for students and participated in the drafting of a new U-Wide

Sexual Misconduct policy • Created new sanctions in response to observable concerns relating to social host and disturbing the neighborhood. • Selected and trained two student office assistants • Enhanced Student Hearing Panel training materials, including an on-line video module and trained 13 new hearing panelists


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• Launched three social media accounts to increase educational outreach • Participated in professional development on topics ranging from Title IX, to intercultural awareness, to conflict resolution • Based on student feedback, we eliminated fees associated with multiple sanctions • Collaborated with campus partners to host “The Sex and Drugs Show” and “Enough is Enough”

Conclusions The Office of Student Conduct is proud to have created a new foundation for our office by renewing our guiding principles, policies, procedures, assessment practices, training and partnerships. In the coming year, we look forward to continuing to refine our outreach and launching new services.


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SALIENT POINTS & TRENDS

All statistics included in this report are accurate as of May 30, 2017. Θ 2451 Total Charges: both OSC and Housing & Residence Life

ϕ 1731 charges were found responsible ϕ 363 were found not responsible ϕ 357 were not applicable

Θ Overall caseload for the Office of Student Conduct held remarkably steady from 2015-2016 to 2016-2017 ϕ 364 to 365 cases created

Θ There was a decrease in students charged with Illegal or Unauthorized Use or Possession of Alcohol as well as Drugs ϕ 249 Alcohol charges were made in 2015-2016 compared to 161 in 2016-2017 ϕ 60 Drug charges were made in 2015-2016 compared to 36 in 2016-2017

Θ There was an increase in the following charges from the previous academic year ϕ Refusal to identify and comply: 10 charges were made in 2015-2016 compared to 20 in 2016-2017 ϕ Disorderly conduct: 36 charges were made in 2015-2016 compared to 57 in 2016-2017

Θ With regard to year in school, UMD freshman are the most likely to be charged with conduct code violations. Charges taper with each consecutive class status.

Θ At UMD, males were charged with conduct code violations at twice the rate that females were charged (4% of UMD males were charged vs 2% of UMD females). Further, a concerning percentage of the population who did not identify their sex were charged with conduct code violations this year (28% which is 9 students).

Θ Frequency of charges held mostly consistent across ethic groups with 4-5% of each population being charged. One exception to this trend is that only 2% of Asian students were charged with conduct code violations in 2016-2017.

Θ Academic integrity reports were consistently made from 15-16- to 16-17 ϕ 37 to 38 reports

Θ Violations of the following types remained consistent with the previous academic year ϕ Theft ϕ Sexual misconduct ϕ Harm to person ϕ Falsification ϕ Classroom disruption

Θ Also consistent with the previous 3 years, when compared with the other colleges, a greater percentage of LSBE students had violations of the Student Conduct Code


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Θ Considerations ϕ A new Chief of Police is in place and continues to attempt to fill open positions on the police force ϕ Use of confidential informants in pursuing drug sales has been tabled for the time being which has impacted the number of students confronted

with drug charges ϕ While reports of unwanted sexual conduct dramatically increased this year, many of these students opted not to pursue the conduct process.

They were offered resources and support along with the option to pursue the process in the future, should they change their minds.


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IV. Goals Office of Student Conduct Goals Mapped to the UMD and Student Life Strategic Plans

Office of Student Conduct Goal Mapping to

University Goals Mapping to Student Life

Goals

A. Educate the campus community about student rights and responsibilities. 1, 3 ,5 4.2

B. Provide students with a conduct process that respects due process rights, creates reflective learning experiences, and prevents future recurrences of problematic behavior.

1, 2, 3

1.1, 1.2

C. Develop proactive educational programs that inform and encourage harm reduction behaviors in the community.

1, 3, 5, 6 1.1, 3.1, 4.2

V. Objectives/Outcomes/Assessment

Objective/Outcome Mapping to Department

Goal

Action Steps Taken and Status of Objective Achievement

Implement conduct procedures for student groups.

A, B

A committee of key collaborators convened to review the charge and identify the individuals who would execute the creation of the procedure. Representatives from the Office of Student Conduct, RSOP, and Greek Life/Kirby Student Center proceeded. The original committee met again, reviewed and approved the prepared procedure. OSC sent an e-mail to all students announcing the procedures. OSC made a presentation to student organization leaders on the new


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procedures during their training kick-off. This objective was successfully completed.

Review conduct procedures for individual students based on assessment feedback (rubric and survey).

B

During the compilation of the 2015-2016 annual report, an observable increase of cases going on to a formal hearing was observed. This data suggested that students were not feeling satisfied with the informal resolution process. As such, the language used at the informal level was modified. Prior, students had to “accept responsibility for their violations” at the informal level in order to proceed, which is not always in their best interest if a legal case is proceeding alongside the conduct process. For this reason, we began offering students the option to either ‘accept’ or ‘reject’ an ‘informal resolution’ for their case. Further, students were also given a new option to take up to five calendar days to think about accepting the resolution. At the expiration of that time, any lack of response was deemed an acceptance. These changes removed barriers to the learning opportunities available through the case’s prescribed sanctions. In the fall, it was observable through our conduct feedback survey that students felt burdened by the fees associated with sanctions which are intended to help students rather than making their lives more difficult. Further, the staff who delivered these particular sanctions also felt uncomfortable with these fees. For this reason, we identified a new revenue stream for the sanctions that were being funded with the fee money and we eliminated the fees near the end of Fall 2016. In January of 2017, we introduced changes to the Title IX investigation and resolution process. Specifically, both the complainant and respondent were newly afforded the opportunity to review the investigatory report in its entirety for correctness and to provide any final pieces of missing information before a decision was made. Also, we introduced a new option for the investigator – instead of making a decision – the investigator has the option to turn the report over to a hearing officer for decision-making, rather than being decided by the investigator. These new practices add a new level of transparency and fairness for both parties. Allowing both students to review the report gives them a final opportunity to add anything they believe could be important to ensure that their full perspective is considered in the decision made at the informal level of their case. Further, turning the case over to a separate decision-maker is helpful in cases


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where the preponderance of evidence is a close call, and a new set of eyes is needed to make a fair determination. While much work was completed with regard to this objective, it is expected to remain a work in progress.

Strengthen relationship with collaborative constituents: Campus PD, Duluth PD, Housing, Counseling Services, Health Educators, WRAC, Athletics, and Student Activities.

A, C

Campus Police: Throughout the year, OSC staff met individually with nearly every member of UMDPD, to communicate about shared matters of responsibility as well as to get to know each other. Further, phone calls were exchanged nearly every day. There is an open flow of communication and partnership. Duluth PD: Duluth PD continues to provide information regarding students cited in the community. Further, when additional information is needed, full (redacted) public reports are provided as needed. Housing: OSC and HRL met in August to share a common sanctioning grid for alcohol and drug cases. We also centralized some tasks associated with case intake to OSC. We kept in regular communication about cases involving housing students. We partnered closely on programming initiatives. Counseling Services: OSC staff attended an in person meet and greet with HRL and all members of the counseling staff. Case Manager, Michelle Stronach, served as an integral liaison between counseling and conduct. We collaborated on some conflict resolution cases that fell outside of the purview of the student conduct code as well. Health Educators: Members of OSC staff communicated daily with the health educators. There is a strong partnership that benefits students who encounter staff from both these areas. WRAC: OSC shared an overview of the conduct process with the WRAC interns at the beginning of the academic year. WRAC advocates participated in conduct process at both the formal and informal levels. WRAC interns partnered with us on some events during Enough is Enough. Athletics: Members of the OSC staff met with athletics administration as well as all coaches during the fall semester. OSC sent weekly reports of any athletes who encountered the conduct process. OSC sought out coaches to play an active role in supporting athletes in higher level conduct cases. Student activities: We collaborated with Kirby Student Center and RSOP to create the procedures for student organizations going through the conduct process. We


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also shared information and resources on multiple student conduct matters throughout the year. While much work was completed with regard to this objective, it is expected to remain a work in progress.

Expand ‘Enough is enough’ to include a campus-wide planning committee comprised of staff and students.

C

Both staff and students were involved in the planning and execution of Enough is Enough this year. More detailed information on this outcome is shared later in this report. This outcome was successfully completed.

Create and maintain a new multi-media presence

• Complete content strategy for website and plan implementation of Drupal.

• Revise and/or create publications for student and prospective audiences.

• Create, maintain and promote a social media presence.

A,C

• A content strategy was created in the fall. Both OSC staff members completed Drupal training in the Spring. Our Drupal website went live on June 28, 2017.

• We created a new resource brochure for survivors of sexual assault, domestic violence, dating violence, and stalking to align with regulations prescribed by VAWA. The brochure was shared and approved by the Sexual Violence Coalition and printed in April 2017.

• OSC launched 3 social media platforms this year: Facebook, Twitter and Instagram. All accounts were updated regularly throughout the academic year. We solicited followers through contests which were advertised through posters hung in approved campus areas.

This outcome was successfully completed.


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Assess conduct trends and create new sanctions as needed and appropriate.

B

After observing a rash of social host and disturbing the neighborhood citations during Homecoming 2016, we decided a sanction that directly addressed this unique violation was needed. We created a new written reflection using research from US Department of Education Higher Education Center for Alcohol, Drug Abuse and Violence Prevention. We also piloted a Community Impact Workshop for roommates to attend as a group with our Chemical Health Educator. We met in person with two of our key collaborators: Nystrom and Associates and the Center for Alcohol and Drug Treatment to get more information about the Rule 25 processes they conduct. While much work was completed with regard to this objective, it is expected to remain a work in progress.


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CAMPUS PARTICIPATION

Θ Chemical Health Advisory Committee (KJ) Θ Executive Advisory Group (KJ) Θ Student Life Change Team (SR) Θ HLC Criterion 2 Work Group (KJ) Θ Sexual Violence Response Team (KJ) Θ Student Care Team (KJ & SR)

Θ Sexual Violence Response Team (KJ) Θ ILD (SR & KJ) Θ Kathy O’Bear Book Club (KJ) Θ ASCA Membership Committee (KJ)

BACKGROUND/CLEARANCE CHECKS

Fall 2016: 334 Background Checks Spring 2017: 179 Background Checks

Summer: 40 Background Checks 16-17 Total: 553 Background Checks

15-16 Academic Year Total: 584 Background Checks 14-15 Academic Year Total – 1,469 Background Checks 13-14 Academic Year Total – 347 Background Checks 12-13 Academic Year Total – 636 Background Checks


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EVENT INFORMATION

Fall Semester, OSC led collaborations for the hosting of The Sex and Drugs show at UMD The program included simulated scenarios that focused on heavy drinking and affirmative consent and allowed students to ask questions and comment in a Socratic fashion. We had great turnout (500 approx attendees) and partnering success. Assessment data was collected from programming participants and the following overarching themes emerged:

What is something you learned from the presentation?

• Facts: i.e. The number 1 killer of 18-24 is alcohol related car crashes.

• Rape and consent defined • Consent matters, even in a relationship • Good reminder of things already known • Critical observation of peers

What is one thing that could have improved your experience?

• Audience behavior/need for improved crowd facilitation • Tangential focus on gender/ too much free-forming • Actors heckling audience members

Spring semester, OSC led the planning and execution of “Enough is Enough” -- a national week long campaign promoted by NASPA aimed at stemming societal violence. Societal violence includes bullying and cyber bullying, sexual assault, relationship violence, hate crimes, and more. The University of Minnesota-Duluth campus is an active yearly participant in “Enough is Enough”. This year, our programming collaborators chose to focus on Sexual Assault. Programmatic offerings included:

• One Minute Clinics all week long – interactive games that provided information about affirmative consent and decision-making. We partnered with Housing and Residential Life on this program.

• 411 on 911 -- In the U.S., people call 911 more than 480 million times a year, according to NENA, the National Emergency Number Association. At UMD, someone calls 911 every day. Invited students to learn more about the dispatch process, along with the many other resources available to students in need. Partners for this program included dispatch, Housing and Residential Life, Counseling, UMDPD, and WRAC.


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• Consent Cup (mini challenges) -- Come interact in fun ways – invited students to figure out what consent means from a student conduct lens, and learn some strategies to try to protect themselves in higher risk situations. Take the consent cup challenge and find out some life- changing information along the way. Partners for this program included UMDPD, Chemical Health Education, a fraternity and Student Association.

UMD and the OSC have been taking part in the “Enough is Enough” campaign since 2013. The OSC is reevaluating if the timing of this national week of events makes good sense for UMD students. The week is typically celebrated the first full week in April, which falls pretty close to UMD’s spring finals. Further, this year it overlapped Consent Week presented by WRAC, which had a similar focus.

ACADEMIC INTEGRITY

The UMD Campus Assembly approved the UMD Student Academic Integrity Policy on November 22, 2011. The policy defines academic integrity and communicates to students, faculty, and staff the procedures for handling violations of the policy. The UMD Student Academic Integrity Policy may be found at this website.

http://www.d.umn.edu/vcaa/StudentAcademicIntegrity.html The Office of Student Conduct serves as the central reporting office on campus, promoting a holistic approach to administering the policy. Reporting allegations to the Office of Student Conduct is mandatory through the process outlined on the following website.

http://d.umn.edu/conduct/assets/pdf/Report_of_Academic_Dishonesty.pdf The Office of Student Conduct webpage was updated over the 2014 summer. There are helpful links for working with academic integrity issues, including tips on meeting with students, the reporting process, how to differentiate between minor/moderate/major offenses, faculty and staff information, syllabus statement examples, and the report for academic dishonesty.

http://d.umn.edu/conduct/ For your information, these are the data summarizing the number of reports received in the past six years.

2016-2017 38 2015-2016 36 2014-15 56 2013-14 20 2012-13 46 2011-12 70

If you have questions regarding the policy or process, please contact the Nancy Burley at 218-726-7103 or [email protected] to speak with Associate Vice Chancellor for Undergraduate Education, Dr. Pepper.

http://www.d.umn.edu/vcaa/StudentAcademicIntegrity.html

http://d.umn.edu/conduct/assets/pdf/Report_of_Academic_Dishonesty.pdf

http://d.umn.edu/conduct/



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UNIVERSITY OF MINNESOTA DULUTH Division of Student Life

Office of Student Conduct Comprehensive Report for 2016-2017 Year

SUMMARY OF CASES

’16 – ‘17 Cases created (excluding witness case files) 364 Cases heard by Hearing Officers 292 Formal Hearings 6 Appeals 2 Cases as yet unheard 7 Cases with incomplete sanctions 26 Cases closed (not enrolled) (suspensions) 294 (22) (5)


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SUMMARY OF CHARGES

UM Board Of Regents Section V. Disciplinary Offenses: # R NR N/A Pending Subd. 1. Scholastic Dishonesty 38 38 0 0 0 Subd. 2. Disruptive Classroom Conduct 1 1 0 0 0 Subd. 3. Falsification 9 6 0 0 1 Subd. 4. Refusal to Identify and Comply 20 18 1 0 1 Subd. 5. Attempts to Injure or Defraud -- -- -- -- -- Subd. 6. Harm to Person 8 6 1 1 1 Subd. 7. Bullying -- -- -- -- -- Subd. 8. Sexual Misconduct 5 5 0 0 1 Subd. 9. Disorderly Conduct 57 43 11 2 1 Subd. 10. Illegal or Unauthorized Possession or use of Weapons -- -- -- -- -- Subd. 11a. Illegal or Unauthorized Possession or Use of Drugs 36 28 3 1 4 Subd. 11b. Illegal or Unauthorized Possession or use of Alcohol 161 143 5 0 13 Subd. 12. Providing Alcohol to Minors -- -- -- -- -- Subd. 13. Unauthorized Use of University Facilities or Services -- -- -- -- -- Subd. 14. Theft, Property Damage, or Vandalism 20 16 2 0 2 Subd. 15. Unauthorized Access 2 2 0 0 0 Subd. 16. Disruptive Behavior 1 0 1 0 0 Subd. 17. Hazing -- -- -- -- -- Subd. 18. Rioting -- -- -- -- -- Subd. 19. Violation of University Rules 9 7 1 0 1 Subd. 20. Violation of Local, State, or Federal Laws or Ordinances 243 211 14 0 18 Subd. 21. Persistent Violations -- -- -- -- --


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DEMOGRAPHICS (ALLEGED INDIVIDUALS) *UNIQUE STUDENTS (EXCLUDES REPEAT OFFENDERS)

Age* Not Identified 11

Under 18 4 18 62 19 97 20 84 21 37 22 32

23 and Up 21

Affiliation* Greek 11

Athlete 14

Honors 4

ROTC 0

Class* Freshman 108

Sophomore 87

Junior 75 Senior 60

Graduate 2

Non-Degree 2

Not Enrolled 8


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Alleged Enrolled % Alleged

Ethnicity* American Indian 8 157 5%

Asian 9 401 2%

Black 15 279 5%

Hawaiian 1 24 5%

Hispanic 12 228 5%

Not Specified (NS) 14 80 16%

White 283 7698 4%

Sex* Alleged Enrolled % Alleged

Male 220 5795 4%

Female 115 5185 2%

Not Identified 9 38 24%


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SANCTIONS IMPLEMENTED, LOCATION, AND ALCOHOL INCIDENT BREAKDOWN

Status Sanctions:

Warning 71

Probation 86

Suspension 4

Expulsion 1

Educational Sanctions:

Smoking Module 2 Peer & Community Impact Reflection 10

E-Chug 46 Community Impact Workshop 8

Chemical Health Screen 5 Housing Contract Termination 3

Rule 25 30 Judicial Educator 6

BASICS 59

E-Toke 21

Counseling 1

Reflection Paper 54

Restitution 3

Warning 1

Community Service 10

Incident Location On Campus 158 (43%) Off Campus 206 (57%)

Alcohol Incident Breakdown UAC 99 1st Alcohol 80 2nd Alcohol 19 3rd Alcohol 13 4th Alcohol 4 Detox 4 Social Host 27 DWI/DUI 25 Hospital 13


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Extended Data Breakdown Summary of Cases

Case Referral Source #

(Excluding witnesses)

Admin Units 15 CADT 0 Campus Police 103 Colleges (Faculty/SA) 42 Duluth Police 182 Housing and Residence Life 21 Student 12

Hearing Types # Admin Meeting 265 Hearing Panel 6 Appeals Panel 2 Academic Warning 38 Total Cases 311

Case Types # Student Conduct Code 270 FYI 15 Campus Climate 9 HR-T9 77 Medical Amnesty 17 SCT 2


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BREAKDOWN BY COLLEGE

Percentage Seen -By College: LSBE

CLA CEHSP SCSE SFA Undergrad Total

CE/Non-Degree

Graduate & Prof

Grand Total

# Students Required to Meet w/ OSC by Unit * Excludes Repeat Offenders 95 62 72 87 11 356 4 0 360

Collegiate Enrollment 2063 1522 1797 3173 496 9051 946 1021 11,018

% Students Required to Meet w/ OSC 4.6% 4.1% 4.0% 2.7% 2.2% 3.9% <1% ~ 3.2%


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UMD OFFICE OF STUDENT CONDUCT BUDGET

Student Life FY15 Annual Report Revenue/Expense Statement Actuals -1000 10436 20415 UM Report Budget Account Versus Actual – Current Non-Sponsored Funds Data as of 06/30/2017

Fiscal Year 2016-2017 Prior Year Carry Forward Fiscal Year End Carry Forward 7,069.56 Total Carry Forward 7,069.56 Revenue State O&M Appr Redistribution 3,000 Total Carry Forward + Revenue 10,069.56 Expenses Published materials 216.11 Food & Provisions 240.17 Linen – Uniforms and Clothing 16.99 Office Supplies 247.05 Other Supplies 38.90 Printing-duplicating-binding 189.32 Software Dev Services - Internal 133.75 Dues and subscriptions 895.00 Cash prizes and awards 149.95 Training and conference registration 1,850.00 Other general services 183.95 Telephone installation 36.70 Telephone long distance 178.13


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Travel in Minnesota 496.97 Travel Domestic 2368.66 Local Transportation 123.11 Entertainers-Performers 3,400 Computer Technical Services 106.00 Repairs/Maintenance/Building 202.00 Total Expenses 11,085.16 Transfers Transfers In 2,400 Transfers Out 0 Total Transfers 2,400 Ending Balance 1,384.40


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ASSESSMENT

Learning Outcomes:

1. Student can articulate how their decisions contributed to a violation of the Student Conduct Code. 2. Student is able to articulate how their behavior impacted others within and beyond the campus community. 3. Student can explain specific changes for future behavior.

Results: Using the rubric developed by Campus Labs (see appendix), learning outcomes were assessed. The following results were observed by a hearing officer amongst 145 students observed in the administrative hearing. The administrative meeting is an educational, private, conversation that occurs after the students has received notice of the allegations along with information about the Board of Regents Conduct Code.

1. Understanding Impact of Behavior (Ties to Learning Outcome 1) – On average, students scored 3.23, which is 80.9%. This places them in the ‘Accomplished’ category, which means the students “articulates some understanding of how their decision contributed to the violation or citation, but lacks detail’

2. Connection to Personal Values – On average, students scored 2.72, which is 68.00%. This places them in the “Developing’ category, which means the students “can articulate values and articulates some understanding of the conflict between the incident and their personal values, but the connection is vague.”

3. Decision making – (Ties to Learning Outcome 1) On average, students scored 2.90, which is 72.39%. This places them in the “Developing’ category and on the cusp of ‘Accomplished’ which means the student “agrees that they could have prevented the situation through use of good decision-making skills, but cannot explain.”

4. Effect on Community – (Ties to Learning Outcome 2) On average, students scored 2.51, which is 62.75%. This places them in the “Developing’ category which means the student “agrees that their behavior affected the community, but cannot explain.”

5. Plan for Future Behavior – (Ties to learning Outcome 3) On average, students scored 2.99, which is 74.65%. This places them in the “Accomplished” category, which means the students “articulates some behavior changes, but lacks detail in explanation.”

Discussion: While average scores are reflected above, the mode, or most common occurrence in each category is actually one step up in every category. In other words, in categories where students scored as ‘Accomplished’ on average, they most commonly scored as ‘Advanced.’


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Hearing officers make an effort to ask questions that allow us to fully examine students learning in regard to our 3 learning outcomes. During the administrative meeting, some students present as emotionally distraught or defensive, which can make it difficult to determine their true thoughts or reflections on the incident. As a result, these students tend to score lower on the rubric. Further, other plan to stick to a certain script, in an effort to secure a particular outcome from the meeting, which again, presents a challenge in determining where their thoughts and reflections truly lie. Finally, this assessment is performed directly after the administrative meeting. At this point, the student still has a big chunk of the process left ahead of them – including receiving an informal resolution, accepting or rejecting it, opting to request a formal hearing, appealing, and completing the sanctions.

Generally, students performed well with regard to the intended learning outcomes. To increase their capacity for learning in the future, we took turns observing one another’s administrative meetings over the summer. We also utilized some video training on Motivational Interviewing techniques.

Survey assessment: We made an effort to assess students directly after they had completed their sanctions. However, this survey was optional. As a results, very few (18) students opted to complete it. We considered making this survey required, however, we were hesitant that this would create an unnecessary hurdle for students whose conduct cases were otherwise complete. Regardless, as a result of the feedback we received from the 18 students who completed this survey, some changes were made to our operating procedures as follows.

• Fees were removed from our BASICS and Community Impact Workshop Sanctions • We modified the language used for our Social Host Sanction – this was renamed the Peer and Community Impact Reflection • An observation of an administrative meeting was conduct to ensure consistency of language in the information provided to the

student at the beginning of the meeting.

Direct quotes collected through this survey are shared in the following section of this report.

To increase survey participation in the coming year, we plan to enter survey participants into a prize drawing and will distributed prizes once per semester.


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STORIES

The following are quotes from UMD students who completed the Student Conduct process this year

What positive comments do you have about your Student Conduct experience?

• I feel that Katie Jackson and Lauretta Perry were both respectful and empathetic to my situation, and were more concerned about my well-being than about delivering punishment straightaway.

• I have found that volunteering at the Domiano center is something that I actually really enjoy and will continue to do • Quick, painless, and educational • Katie was nice and he good info for me • Stef Regenold was very professional and understanding about timelines and balancing obligations • Very informational • Went smoothly and quickly. • They listened to your side of what happened.

What did you learn from the Student Conduct Process?

• Alcohol facts • How my actions factor into the college system, and how my actions can impact others in a negative way • How to deal with this. • I learned a lot about myself as well as my friends. I learned a lot about alcohol, but it seems as my friends have not learned from

my mistakes as much as I wish they had. • I now know how it works at UMD, • The Student Conduct process is not out to get me, and that's really relieving to see. • Think before you do things


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Can you describe anything you've done differently since your encounter with the student conduct process?

• I have not drank as much since the whole situation. • I have not smoked since the encounter, and the idea of doing so again gives me a good deal of anxiety. • More wary of my actions • Not drink • Wait to drink • Well, I haven't stolen anything!

In what ways has this incident and interaction with the Student Conduct process contributed to your experience as a UMD student?

• Be smart with your decisions that you decide to make as they will follow you throughout your academic career. • Had to grow up • It showed me just how seriously UMD a staff members value my safety. • Makes me a better student knowing the rules better • This experience has made me more aware of resources I have access to should I need them


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2017-2018 STRATEGIC PLAN

I. Mission The Mission of the Office of Student Conduct and Conflict Resolution is to share and uphold the Student Conduct Code in a manner that is centered on student learning, grounded in fairness and due process, and focused on balancing the interests of the individual with those of the campus community at large.

II. Goals

Office of Student Conduct Goals Mapped to the UMD and Student Life Strategic Plans

Office of Student Conduct Goal Mapping to

University Goals Mapping to

Student Life Goals

A. Educate the campus community about student rights and responsibilities. 1, 3 ,5 4.2

B. Provide students with a conduct process that respects due process rights, creates reflective learning experiences, and prevents future recurrences of problematic behavior.

1, 2, 3 1.1, 1.2

C. Develop proactive educational programs that inform and encourage harm reduction behaviors in the community.

1, 3, 5, 6 1.1, 3.1, 4.2


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V. Objectives/Outcomes/Assessment

Objective/Outcome Mapping to Department Goal

Assessment Strategy

Launch conflict mediation service for students

• Secure necessary training • Create mediation application and associated

web content summarizing services • Notify campus partners and identify any areas

of potential cross-over or resource referral opportunities

• Change office name to reflect new service – Office of Student Conduct and Conflict Resolution

C

Successful implementation and communication of new services and

office name

Records expungement

• Expunge backlog of student conduct records in accordance with UWide Records Retention Policy.

• Request modification of the Retention Policy to align with Clery Requirements.

• Create a procedure and application for students who want a conduct record administratively expunged early

B

Excess records deleted, policy change

approved, and procedure created

and executed


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Create a Respondent Resource Volunteer Pool for Respondents who wish to have a UMD employee serve as their support person during the student conduct process

• Create volunteer position description • Recruit and train volunteers

A, B

Successful creation, selection, training and

execution of volunteer opportunity

Assess conduct trends and create new sanctions as needed and appropriate.

B Successful creation of new sanctions

Create new partnerships with other departments for outreach purposes. This includes, but is not limited to Consent Week, Party 101, Bystander Intervention, Bulldog Welcome Week, and Take Back the Night.

C Successful partnerships executed

on the programs listed.

Student can articulate how their decisions contributed to a violation of the Student Conduct Code

A, B, C • Rubric, survey assessment

Student is able to articulate how their behavior impacted others within and beyond the campus community.



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Student can explain specific changes for future behavior.



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APPENDIX A: RUBRIC

Rubric: Student Conduct Reflection - 2016-2017

25%

Beginner

50%

Developing

75%

Accomplished

100%

Advanced

4pts

Understanding Impact of Behavior

1pts Unable to articulate how their decisions contributed to the violation or citation, or deny that it did

2pts Articulates a vague understanding of how their decisions contributed to the violation or citation, but makes excuses for behavior

3pts Articulates some understanding of how their decisions contributed to the violation or citation but lacks detail

4pts Articulates a clear and detailed understanding of how their decisions contributed to the violation or citation

4pts

Connection to Personal Values

1pts Unable to articulate their personal values at all or unable to articulate the conflict between the incident and their personal values

2pts Can articulate values and articulates some understanding of the conflict between the incident and their personal values, but the connection is vague

3pts Articulates an understanding of the conflict between the incident and their personal values, but lacks depth

4pts Integrates what they learned from the incident to affirm or develop their personal values


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4pts

Decision Making

1pts Does not explain how they could have prevented the situation through use of good decision-making skills or does not think they could have prevented it

2pts Agrees that they could have prevented the situation through use of good decision-making skills, but cannot explain

3pts Explains how they could have prevented the situation through use of good decision-making skills, but lacking some detail or important elements.

4pts Clearly explains, in detail, how they could have prevented the situation with better decision-making skills.

4pts

Effect on Community

1pts Cannot articulate if or how their behavior affected the community or does not think it did

2pts Agrees that their behavior affected the community but cannot explain

3pts Is able to state that their behavior affected the community, but lacks a clear understanding of how

4pts Is able to state that their behavior did affect the community and has a clear understanding of how

4pts

Plan for Future Behavior

1pts Cannot articulate plans for how they will change their future behavior

2pts References changing future behavior, but cannot explain what that means to them

3pts Articulates some behavior changes, but lacks detail in explanation

4pts Clearly articulates specific changes in future behaviors

General Comments:

office of student conduct annual report · office of student conduct annual report 2016-2017 . the...

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