Beyond Discipline: Engaging the Mosaic of Student Integrity Development

1. Jill Yashinsky-Wortman Gonzaga University Beyond Discipline: Engaging the Mosaic of Student Integrity Development NWACUHO 2011

2. Learning Outcomes: • Program attendees will • Learn about the merger of Lake’s concepts into practice • Consider approaching student behavioral issues using a whole person model • Gain new sanctioning tools around wholeness, integrity, and values

3. Integritas “The Romans had a perfect Latin word to describe and measure the quality of a person’s character, integritas. Ethically speaking, integrity means ‘the state or quality of being entire or complete.’ It means soundness, being unimpaired, having all of the component pieces fit together and be whole....” - p. 56-57 of Why It’s Hard to be Good by Al Gini

4. How Integritas Came to Be… • All earlier behavioral intervention tools had been used with students but did not appear to be changing behaviors. • We needed to support students through cognitive/developmental shift toward our values. • We did not have the staff to individually mentor at-risk students so creating a cohort –based program was the most efficient and economical route.

5. Integritas Trends…. • Freshman and Sophomore males • Lacking life purpose/direction • Limited to no extracurricular engagement/involvement on campus • Are not intentionally thinking about their choices or making well thought out plans

6. Integration of Lake’s Concepts • Beyond Discipline: Managing the Modern Higher Education Environment(2009, Hierophant Enterprises, Inc) • 90% of the conduct we deal with on campus is really a failure in planning, intentionality and mentoring: • Students leave their family value systems and have freedom they aren’t prepared for. • College WAS the goal. Now what? • They seek mentoring from peers that often works in opposition to the institution’s stated goals, values and mission, (but it’s fun!).

7. Integritas Format • Six week program Three components consisting of: • Six in class sessions lasting 1-2 hours each • Bi weekly one on one meetings with instructor • A final project due within six weeks of completing the program

8. Three Phases of the Program • One takes pains to discern right from wrong. • Willing to shape one’s actions in accord with discernment. • Willing to acknowledge publicly what one is doing.

9. Class One • Introduction of St. Ignatius • SMART Goal Setting • Decision Making

10. Would you rather…

11. Choices…. “I'm sorry to sayso but, sadly it's truethat bang-ups and hang-upscan happen to you” - Dr. Seuss

12. Choices…

13. Harry Potter would say…..

15. Week Two • Values shield • 168 hours in a week Who do I want to be? Who am I? How do I want others to see me? How do I want to be remembered?

16. Red, Yellow, & Green Decisions • Green = helped you move toward your goals. • Yellow= questionable as to whether or not it helped • Red= detrimental to your goal

17. Week 3 • Values congruence focus • Values cards activity • Speaker on Gonzaga’s values

18. Week 4 • Integrity becomes the focus • Integrity as wholeness • The ripple effect • Restorative Justice • Video • Case study • Restorative justice plan

19. The Ripple Effect… • Make a list of everyone who has been impacted by your choices. • Circle the five people who have been most impacted. • Now circle the five people who you care about the most on that list.

20. What is Restorative Justice? • Focuses on helping examine the impact of behaviors on a community. • Regaining trust through good citizenship. • Focuses on repairing harm.

21. Phase Two • Willing to shape one’s actions in accordance with discernment.

22. Week 5: Community “Our inclination [is] to focus on individual rights but to neglect individual responsibilities…” p. 3 of Creating Campus Communities

23. Two videos… One Community

24. Island Rules • You and 10 other people are stranded on a deserted island. • You are in charge of this newly forming island community. You need to come up with at least five rules that you would put into place for this community.

25. Week 6 • Who will you be in the world? • Work vs vocation • Definitions of work • Vocation

26. Dictionary.com Synonyms • Synonyms 1. Work, drudgery, labor, toil  refer to exertion of body or mind in performing or accomplishing something. • Work  is the general word and may apply to exertion that is either easy or hard: • Drudgery  suggests continuous, dreary, and dispiriting work, esp. of a menial or servile kind: • Labor  particularly denotes hard manual work: • Toil  suggests wearying or exhausting labor:

27. Un-fragmented Lives • You are clear about your own values and who you are. • You have chosen to be in environments that embraces who you are. • Within those environments, you have chosen a vocation that both fills who you want to be and what that environment or community needs you to be. • You can make a living off of that vocation.

28. Phase 3- Final Project • One is willing to acknowledge publicly what one is doing • “The Last Lecture” concept

29. Successes and Challenges… • Challenges: • Students may still make choices that lead to their being invited to leave Gonzaga • Not taking anything personal

30. Successes

31. Successes • What our students say… • “I think more about the consequences.” • “I am more intentional than before.” • “I have a better sense of what is at stake.” • “The way I conduct myself affects so many other people.”

32. Contact Info Jill Yashinsky-Wortman Student Life Case Manager Gonzaga University 509-313-4100 yashinsky@gonzaga.edu If your institution is implementing all or part of this program on your campus, please let us know! We would love to hear about how you are adapting it and the impact the course has on your students! We also have additional materials available via e-mail including PowerPoint presentations for each class session.