The Tool Academy

1. 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

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

3. 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?

4. 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?

5. 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

6. 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

7. 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

8. 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

9. 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

10. 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

11. 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)

12. 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

13. 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

14. 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?

15. Types of Sanctions • Administrative • Reprimand and Warning to Expulsion • Educational • Paper, reflective essay, SMART, etc. • Restorative • Community Service, fines/retribution, etc.

16. 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

17. 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?

18. What would you do?Activity

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

20. "A teacher affects eternity; he can never tell where his influence stops." - Henry Brooks Adams