COMMUNITY STANDARDS

& STUDENT CONDUCT

Kirsten M. Aranas
Summer 2016
SDAD 5650-5660: Internship in Student Affairs

OVERVIEW
Introduction
Institutional context
Work plan objectives
Responsibilities &
contributions
> What I learned
> Teachable content
> Summary
>
>
>
>

INSTITUTIONAL CONTEXT
> Large, public, 4-year
> 45,870 students (Seattle
campus)
> 16 colleges and schools
> R1 institution
> $1.3 billion in research
awards (FY15)

Preservation, advancement, and

dissemination of knowledge

CSSC STAFF
Elizabeth Lewis
Director

Julie Draper Davis, Ph.D

Associate Director

Kirsten Aranas
Conduct Officer

Matthew Sullivan
Assistant Director

Raye Westad
Program Coordinator

WORK PLAN OBJECTIVES

> Objective #1: To acquire knowledge and
experience of working in a large, public,
research institution.
> Objective #2: To acquire a greater
understanding of the functional area of
student conduct and improve my advising
style and presence with students
> Objective #3: To acquire a more
comprehensive understanding of student
needs and issues, and learn how to
effectively implement systems of support
on campus

RESPONSBILITIES & CONTRIBUTIONS

> Adjudicated 40+ cases
Academic misconduct, illegal
substance use, violence,
trespassing, etc.

> Research projects

Respondent resources
Conduct learning outcomes
Medical withdrawal
procedures

> Consultation and

Assessment Team (CAT)

WHAT I LEARNED

Law, Policy &

Governance
Multicultural
Competence
Student
Need in Crisis

LAW, POLICY & GOVERNANCE

> Public institutions and WA
state law compliance
> Sanctioning (Chickering, 1993)
> Title XI
> Campus collaboration (CAT)

SDA Learning Outcomes

LO #6: Developing and demonstrating
skills in leadership and collaboration
LO #9: Understanding issues
surrounding law, policy, finance, and
governance

MULTICULTURAL COMPETENCE
> Cross-cultural differences
& academic ethics
> Needs of international
student populations (Pope,
2004)

SDA Learning Outcomes

LO #2: Understanding students and student issues
LO #4: Understanding and fostering diversity, justice and a
sustainable world formed by a global perspective and Jesuit
Catholic tradition
LO #5: Adapting student services to specific environments
and cultures

STUDENT NEED & CRISIS MANAGEMENT

> Developmental vs. punitive

> Counseling technique (Sanford, 1962)
> Ethical decision making (Perry, 1968)

SDA Learning Outcomes

LO #2: Understanding students and
student issues
LO #3: Exhibiting professional integrity
and ethical leadership in professional
practice

TEACHABLE CONTENT:
RESTORATIVE JUSTICE

CASE STUDY

> Alex is a first year student at the University of Washington. Alex

was drinking at a house party when an acquaintance suggested
they sneak into Husky Stadium. After 20 minutes of playing on
the field, UW Police catches the group and Alex is handcuffed for
trespassing.
> You are the conduct officer. Alex has been charged with
trespassing and under-age public intoxication. What
sanction(s) would you assign Alex under the restorative
justice lens?

SUMMARY

Student Care

Professional
Ethics

Evidence &
Context

References
Chickering, A.W. (1969). Education and Identity. San Francisco: Jossey-Bass.
Perry, W.G., Jr.(1968). Forms of intellectual and ethical development in the college
years: A scheme. New York: Holt, Rinehart, & Winston
Pope, R.L., Reynolds, A.L., & Mueller, J.A. (2004). Multicultural competence in student
affairs. San Francisco, CA: Jossey-Bass
Sanford, N. (1962). Developmental status of the entering freshmen. In N. Sanford
(Ed.), The American college student (pp. 253-282). Hoboken, NJ: Wiley