Alliant International University Graduate School of Education Institute on Student Discipline

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Alliant International UniversityGraduate
School of EducationInstitute on Student
Discipline

• April 12 13, 2007
• Co-sponsored by the California Community College
  Chief Student Services Administrators association
  (4C2s2A)
• National Association of Student Personnel
  Administrators (NASPA)

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Welcome

• Dr. Karen Webb. Dean, GSOE, Alliant International
  University
• Joanna Iwata, Mills College, NASPA Region IV
• 4C2S2A Representative
• Overview of session
• Dr. Ed Shenk

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Faculty, Staff and New Managers Why and How to
Educate them on Student Discipline in 21st Century

• Carsbia Anderson, Vice President, Student
  Services, Monterey Peninsula College
• Dr. Ed Shenk, Associate Professor /Program
  Director, Education and Leadership Management,
  Alliant International University

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Background

• History of student discipline is tied to
  evolution of student services
• Harvard University University of Chicago
• Shift from faculty to president to student
  service professional
• Transfer of responsibility from parent to
  institution and back again
• Increased federal regulations

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Guiding Principles

• Mutual respect among students, faculty and staff
• Pursuit of studies with honesty and integrity
• Courteous treatment of everyone
• Respect for college and personal property
• Compliance with all rules and regulations
• from Monterey Peninsula College Standards of
  Conduct

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Our role as Educators

• Why educate faculty and staff?
• We are all partners in the educational process.
• What are the changes?

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The Changing Dynamics of Student Discipline

• New/old issues and responses
• When the problem crosses the line, what then
• Classroom office disruption
• Mental health related problems
• Role of the syllabus
• Knowing the resources
• Due process in the classroom
• Restraining orders

• New impacts
• Legal changes
• ADA
• Mental health
• Drugs
• Civility
• Stress
• Relationships
• Academic integrity

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Common Disruptions Cited by Faculty

• Source Survey conducted at University of
  Arizona, April, 2003.
• Over 238 faculty participated.
• 78 experienced some disruptive behavior in the
  classroom.
• 86 cite the major disruption to be tardiness or
  chatting/whispering.
• 78 state early departure from class as
  disruptive.
• They also noted an increase in rude and
  confrontational behavior and a greater lack of
  critical and social skills.

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Common Disruptions cited by Students

• Survey of 800 students, April, 2003, University
  of Arizona 763 responses
• 47 experienced disruptive behavior.
• 79 cite chatting/whispering and cell phones as
  disruptive in the classroom.
• 53 cite early departure from the classroom as
  disruptive.
• Students said that teachers are equally
  disruptive in making rude, off-topic remarks
  speaking condescendingly to them and being late
  for class.
• Students also cited gum chewing/popping and
  off-topic discussion by students as disruptive.

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Why communicate?

• Behavioral problems occur at all institutions of
  higher learning and both within and outside the
  classroom.
• Higher education is one place where students can
  gain and improve the social and behavior skills
  essential to success. Learning appropriate
  behavior is critical to effective functioning in
  society.
• The rights of all should be protected.

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Key components of training

• A clear, consistent response system must
  existboth individually and institutionally.
• Faculty, staff and administrators must
  communicate expectations early and often.
• Partnerships are necessary.
• Early intervention works both in training and
  solving problems.
• The disciplinary process can be a learning tool
  in and outside the classroom.

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Variety of Orientation/Support Options

• Flex day session for all faculty and staff.
• Regular updates by student discipline experts at
  division and staff meetings.
• Skit on disruptive behavior at Flex Day/Faculty
  Training Day/Classified In-service workshops.
• Staff Development meetings and afternoon
  workshops on student discipline using off campus
  speakers.
• Flyers and newsletters on current problems and
  key campus contacts.
• List of resources.
• Always respond immediately.

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Time to Share

• What would you like to add to the discussion?
• Would this power point be a helpful learning tool
  on your campus?
• Other questions
• Comments

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THANK YOU Now for a break 200 Tracks A.
Rm. 280 B. Rm. 282 C. Rm. 216
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