Search

In the traditional model of student conduct adjudication, a finding of responsibility often results in prescribed punitive and/or educational outcomes, which may not resonate with the student or evoke deeper learning. Following a student's acceptance of responsibility, the Appreciative Inquiry process provides a highly personal, forward‐thinking approach to future decision‐making and self‐authorship. [ABSTRACT FROM AUTHOR]

A qualitative study of twelve student conduct administrators sought to capture their lived experiences relative to the impacts of federal and state regulation, case law, the media, attorney encroachment, parental involvement, and the use of litigation to supersede traditional processes on their professional work and personal lives. The interviews invited participants to share personal narratives about their lived experiences and led to the discovery of seven themes pertaining to the judicialization of their work: (1) communication, (2) conservative decision making, (3) mental health concerns, (4) responding to perceptions of what student conduct is, (5) the role of campus legal counsel, (6) the shift from being student-centered to process-centered, and (7) impacts of students' attorneys. Findings revealed that although this phenomenon has created harms for these practitioners, it has also allowed them to develop strategies for wellness, self-care, and sustainability in the profession. [ABSTRACT FROM AUTHOR]

Abstract A national survey of 350 student conduct administrators set out to determine the ways in which the changing nature of their profession affected their personal lives, professional work, and beliefs about the profession of college discipline. The Concerns About Litigation Survey for Student Conduct Professionals revealed significant differences in reported impacts between several demographic groups, including parallels to studies of the impacts of medical malpractice litigation stress on physicians. [ABSTRACT FROM AUTHOR]