Level: Proficient
Description: “The Law, Policy, and Governance competency area includes the knowledge, skills, and dispositions relating to policy development processes used in various contexts, the application of legal constructs, compliance/policy issues, and the understanding of governance structures and their impact on one’s professional practice.” (p. 22)
In developing this competency, I have improved in the following areas:
Activities
Student Conduct Hearing Officer:
As a student conduct hearing office in the Residential and New Student Programs, I heard residential-level conduct cases during the the summer of 2017. During this time, the majority of my cases involved harassment, bullying, drug offenses, and even concerns about mental health problems. In my role, I was able to assess whether or not to charge a student for a violation of the Student Code of Conduct and assign sanctions pertinent to the situation. Thus, I was responsible to be informed on how each case would affect the institution and/or student, as well as how policies at the institutional level worked. Each conduct meeting and case was different and as a result, I always tried to have a neutral position by framing conversations around self-awareness, community standards, and personal development. Most of the sanctions given to the students as a student conduct hearing officer revolved around teaching, rather than punishing.
References
ACPA: College Student Educators International & NASPA − Student Affairs Administrators in Higher Education (2015). ACPA/NASPA professional competency areas for student affairs practitioners. Washington, DC: Authors
Description: “The Law, Policy, and Governance competency area includes the knowledge, skills, and dispositions relating to policy development processes used in various contexts, the application of legal constructs, compliance/policy issues, and the understanding of governance structures and their impact on one’s professional practice.” (p. 22)
In developing this competency, I have improved in the following areas:
- "Know when and how to consult with one’s immediate supervisor and institutional legal counsel regarding matters that may have legalramifications" (p.22).
- "Describe the student conduct process at the institutional level and demonstrate concern for the legal, social, moral, educational, and ethical expectations of the community" (p.22).
- "Identify major internal and external stakeholders, policymakers, and specialinterest groups who influence policy atthe national, state/provincial, local, and institutional levels" (p.22).
- "Implement policies developed by one’s department and institution, as well as the local, state/provincial, and national levels of government" (p.23).
Activities
Student Conduct Hearing Officer:
As a student conduct hearing office in the Residential and New Student Programs, I heard residential-level conduct cases during the the summer of 2017. During this time, the majority of my cases involved harassment, bullying, drug offenses, and even concerns about mental health problems. In my role, I was able to assess whether or not to charge a student for a violation of the Student Code of Conduct and assign sanctions pertinent to the situation. Thus, I was responsible to be informed on how each case would affect the institution and/or student, as well as how policies at the institutional level worked. Each conduct meeting and case was different and as a result, I always tried to have a neutral position by framing conversations around self-awareness, community standards, and personal development. Most of the sanctions given to the students as a student conduct hearing officer revolved around teaching, rather than punishing.
References
ACPA: College Student Educators International & NASPA − Student Affairs Administrators in Higher Education (2015). ACPA/NASPA professional competency areas for student affairs practitioners. Washington, DC: Authors