STUDENT AFFAIRS ASSESSMENT CONFERENCE

EMORY UNIVERSITYOCTOBER 12, 2010

PRESENTED BYDANIEL SWINTON, JD, EDD

ASSISTANT DEAN OF STUDENTSDIRECTOR OF STUDENT CONDUCT &

ACADEMIC INTEGRITYVANDERBILT UNIVERSITY

Student Conduct Assessment Strategies

Presentation Overview

Assessment in Student ConductTheoretical Framework: Learning

Reconsidered, CASDeveloping Learning OutcomesExamples

Baseline, Benchmarking, Data Analysis, Surveys, Audits, Matrices

Difficulties in Assessing Student ConductApplying 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

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

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

TimeExpertisePerception vs. RealityInstitutional supportMoneyPrivacy/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 classroomCognitive complexityKnowledge Acquisition, integration, applicationHumanitarianismCivic engagementInterpersonal/intrapersonal competencePractical competencePersistence and academic achievement

Realms of Assessment in Student Conduct

Legal and/or policy adherenceDevelopmental effect on studentsStudent, faculty & staff perceptionProcedural Policy reviewTrendsBenchmarking

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)

DEVELOPING LEARNING OUTCOMES

CAS, OF COURSE

COMMUNITY VALUES

INSTITUTIONAL CONTEXT

DIVISIONAL CONTEXT

OFFICE CONTEXT

ASCA CONTEXT

Learning Outcomes & Student Conduct

Assessment

Why Learning Outcomes?

Measure effectivenessProvide evidence of student

learning/developmentAccreditationAccountability by outside/governing agenciesQuality 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

ClearMeasureableRealistic

In light of expertise, time, resources etc.

Of some significance There is little use to assessing merely for

assessment’s sake

CASOutcomes

Outcome Domains

1 - Knowledge acquisition, construction, integration and application

2 - Cognitive Complexity

3 - Intrapersonal Development

Outcome DimensionsRelating knowledge to daily life (1)Constructing knowledge (1)Reflective thinking (2)Effective reasoning (2)Realistic self-appraisal, self-understanding 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 DimensionsInterdependence (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

Honesty

Civility

Accountability

Caring

Discovery

Celebration

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.

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-contextExampleThe 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”

AUDIT

BENCHMARK

SURVEY

REFLECTIVE ESSAY

Sample Assessment Efforts in Student Conduct

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 Traditional Honor

CodeModified Code

Non-traditional Code

Administration

Centralized

Emory University Princeton

University Rice University

Stanford University Vanderbilt University

California Institute of Technology

Brown University Dartmouth

College Harvard University

Northwestern University

Univ. of Pennsylvania

Washington University

Yale University

Hybrid  

Duke University Johns

Hopkins University University of Notre

Dame

University of Chicago Cornell

University

Decentralized    

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 approachExcellent 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 – up-to-date tracking of assignments, patterns, themes etc.

Low Awareness 1

Moderate Awareness 2

High Awareness 3

Research Effort

Cited 1 - 2 sources. Cited 3-5 sources. Cited more than 5 sources.

Responsibility Student acknowledges that their behavior is not in line with community values. Example: I know that underage drinking is against the law.

Student includes elements of level 1 and acknowledges their responsibility in the violation. Example: My friends brought the alcohol to my room, but I made the decision to drink.

Student includes elements of levels 1 and 2 and indicates how their behavior impacts or might impact the community. Example: The emergency team that responded to the call about my intoxication might have been delayed in helping someone else.

Relationships Student identifies that a personal relationship has been changed in an undesirable manner, but does not articulate how that change impacts them personally. Example: My roommate doesn’t want to go out with me anymore.

Student includes elements of level 1 and discusses why they think the relationship(s) has/have changed. Example: My behavior has caused my friends to avoid going out with me because they are tired of having to take care of me.

Student includes elements of levels 1 and 2 and describes how they feel about the changed relationship. 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.

Goals 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.

Student includes elements of level 1 and identifies ways in which behavior is not congruent to their goals Example: I had to give up my position as sorority president, because being intoxicated does not demonstrate responsible leadership.

Student includes elements of levels 1 and 2 and identifies ways to get back on track to reaching goals and deterring negative behavior. 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.

POLICY &/OR PROCEDURAL ADJUSTMENTS

TRAINING & EDUCATIONAL OUTREACH

FOLLOW-UP & FOCUS GROUPS

Applying Assessment Results

ExampleEvidentiary 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 flow- chart

Approved by members of focus-group, supervisors, colleagues

Placed online; will be used in presentations and training

Session Learning OutcomesHow 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