Module #4A Required only to be completed by

COMMUNITY ASSISTANTS

Compiled by: Lara HofCommunity Standards Manager

QUARK: The smallest known particle, which is a part of all matter. Quarks experience strong interaction and are never found in isolation. They are constantly forming connections with other particles, creating larger groups and exchanges between said groups.

e-Learning

Conducting Student Conduct Meetings

Understand the philosophy behind judicial affairs and Student Housing Services.

Discover what is expected of you when hosting a student conduct meeting.

Figure out the key to asking good questions.

Learn some strategies to making the best decisions.

Community management is based on an educational approach and student learning model.

Remember that we are not addressing the individual but rather their behaviour.

In order for behaviour to change, students need to see the impact of their actions and the rational behind our intervention.

Student conduct affects not only their status in residence but also can impact their:

◦ Academic standing ◦ Community members◦ RLS who have to address their behaviour◦ Family ◦ Peers groups◦ Physical environment

This is what’s expected of you and some tips and tools of the trade…

Meetings should only include the CA/RLM and the student.

Ideally – students should be given at least 24 hours notice before having their meeting with you.

At any point, for any violation – a student can request a meeting with you.

Remember – FIPPA (Privacy Legislation) – a student has the right to your notes – all of them!

Find your style. This will take practice. We will role play during August Training to help!

Call the student to arrange for a mutually

agreeable time .

Remember not to leave a detailed message on their answering machine if they have a roommate. Simply leave a message to call you back.

Utilize a Student Conduct Meeting template, provided by CSM (Follow the guidelines. Fill in the blanks.)

It is best to hand students the letters, however with time constraints, place the contents of the letter into the body of an email and as a PDF attachment.

We use PDF so students can not edit letters we send them.

Always double check that you have the correct email address and are attaching the correct letter!

◦ Always record when you have requested a meeting and how many attempts you have made to contact the student.

◦ If you do not receive a call back, try setting a deadline for them to return your phone call.

◦ After you have called more then twice and still have no response, you might want to send a letter of non-response to the student or talk to your RLM about proceeding with a sanction without having met with the student.

◦ Don’t make assumptions - be cautious of your language – the student could simply be out of town.

◦ In the letter - outline when you have called them and the conduct process to follow.

Read the Incident Report. Follow up with staff members. For a serious incident - touch base with all staff

members involved to get more details. Prep your notes and the students’ file. Develop a series of questions. If student has a temper. Speak with your RLM. Have a

backup plan.

Arrange your meeting location:◦ Pay attention to the setting and layout of the room

as well. For example, it is a good idea to always sit closest to the door-in case you need to exit the room

◦ Depending on the situation you might want to sit in a more informal space so that the student feels more comfortable.

Review the Community Standards document. Refresh yourself on the language surrounding

the violation(s) at hand.

Discuss any options or strategies with your RLM and seek their input into the situation, if necessary.

Spend time talking to the student about non disciplinary issues.

For example ask how their year is going, how school is going, if they are getting involved in anything. Often this type of conversation may elude to other issues or problems the student is facing and therefore may explain their behaviour.

Start with introducing yourself and your role within the residence community.

Outline the student conduct meeting process.

Inform the student that you will be taking notes.

Talk about why they are meeting with you.

Be sure the student has seen the IR.

Ask the student to tell you about the situation and record any details or information that you gather. Use direct quotes. Ask clarifying questions. You should be able to visualize what took place.

Remind the student of the RCLS highlighting their responsibility to read, understand and adhere to the document.

Ask the student if they understand why their conduct is considered unacceptable, if indeed it is. Most students will know it is, however, some will have difficulty seeing how their actions impact others.

Outline the process from this point forward, include the students’ right.

Let them know you will be following up in an email/letter and you are open to have them back if they have questions.

If a student is extremely disrespectful you can choose to stop the meeting. Explain that you feel that they are not responding to the meeting and that the conversation will end as they are being disrespectful.

Give them one chance to change – then show them the door.

Be sure to document your reasons for asking them to leave.

A few pointers…

Good questioning is a skill which is developed with experience. Once you stumble upon a series of good questions – keep track of them for future reference.

Try to organize the sequence of your questions. Be alert to discovering conflict/contradictions in stories. Don’t be afraid to admit you do not understand what has

been said. Ask questions that help you find out what the person was

thinking while violating the RCLS. Only ask questions that are relevant to the incident – not

your curiosity.

Open Questions - ask questions that start with the five ‘W’s Example: What were you feeling when you broke the window?

Closed Questions – avoid questions that will result in a yes/no answerExample: Were you angry when you broke the window?

Multiple Choice Questions – do not offer choices – the respondent will choose the one he/she thinks is least incriminating.Example: What were you feeling when you broke the window; were you angry, frustrated or letting off steam from exam stress?

Of course the answer will be “letting off steam from exam stress”

“What” questions ask for facts, specifics.

“How” questions ask about process or sequence of an incident or focus on emotions.

“Why” questions tend to put students on the spot – we don’t always know why we do something – avoid these!

What information (evidence) is credible? What are the facts?

What happened? Piece the incident together.

Has the standard of proof been met (more likely than not to have occurred/probably occurred)?

Who is responsible for the incident?

Staff members will often assign more than one offence to an incident, however it is not recommended that students are held accountable for every single violation that may have occurred. Rather prioritize which violation must be addressed.

Sanctions should not be decided on until after you meet with the student. The student has a right to be heard.

Manage the incident as a whole. Create a package of appropriate sanctions, not a laundry list of consequences. Consider what would be a good package deal, combo of sorts or ‘happy meal’.

All students have a right to appeal the decision that has been made.

It is important that students are aware of the appeal process and their rights.

Direct them to the FAQs online or to the CSM (Lara) if they have any questions concerning the appeal process.

Being FAIR is the most important component to any community management process.

The only reason to alter the process in place is to enhance the perception (and hopefully the reality) that the process itself is FAIR.

In August Training, you will have several training sessions with Lara to review how to complete documentation from a CA level.

You will also review student conduct meetings and role play meetings with the help of our RPA friends.

Oh yeah… and you’ll have a little test…

The ‘test’ involves seeing if you’ve got your own documentation skills ready to go. You’ll be given the mock IRs that were completed by your staff teams in module 4 to mark/grade. You’ll be expected to know the expectations set out in the summer online learning and spot any possible errors in their IRs or note when it’s just not up to snuff!

We will do this in a specific timeslot in August Training. Just be sure to brush up on the expectations set out in Module 3 - Fun with Forms.

This is what you need to know about their assignment in order to make it…

Write an Incident Report! It’s practice time.Watch this video found on YouTube, login to the eRez TEST site and write an Incident Report. This is your chance to learn how the software program works and to see if you’ve been paying attention to your summer learning! You can do it! Remember if you get stuck; use the manual to help navigate your way.

From the video…Imagine being on rounds with your fellow RA and walking into the lounge to find this…. http://www.youtube.com/watch?v=PaAUcEGviPE[Or search: You Tube, South Res Slip n Slide, it’s the first one to pop up.

Be creative to add in your own twists or incident specifics like date and time, names etc. There are a few students in the current database for you to use as students involved.

Your Community Assistant will be reviewing your completed IR during a special CA training time at August Training and will provide you with some feedback.

TO BE COMPLETED BY: AUGUST 21st, 2009