b = f ( p x e ) anticipating the future closing keynote address dr. peggy patterson canadian...
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B = f ( P x E ) Anticipating the Future Closing Keynote Address Dr. Peggy Patterson Canadian Conference on Student Judicial Affairs March 24, 2006
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CCSJA 2006 – Session Topics Student Issues/Concerns that shape the content
and focus of our disciplinary activities. e.g. alcohol, males.
Judicial Processes that we use. What we do and as how we can do it well. e.g. panel training, due process, case law.
Our Values or why we do what we do. e.g. discipline vs. community building.
But what can we anticipate?? My Crystal Ball
The issues we can anticipate for Student Judicial Affairs in the next 10 years will be a direct result of changes in PEOPLE and in the CULTURE of Post Secondary Education in Canada
B = f ( P x E ) Kurt Lewin, 1936
Our Students
Ourselves
B = f ( P x E ) - Students B = the “type” and frequency of their
inappropriate behaviour
P = a) Baby Boomer/first generation students
b) Generation “X” -professional/grad
c) Generation “Y”/Millennial – those under 21
E = their Family and Institutional Contexts
“B” for Behaviour - Students How do students know what behaviours are
a) expected, and b) accepted? Obvious sources: Calendars, Residence
Handbooks, Honour Codes, Course Syllabi Less clear – Canadian Law (implicit
understanding/stated)…and what about terms abroad?
Whose regulations apply in institutional partnerships?
What rules apply to online learners? International Ones, too?
“S” for Student “Generations” Generation Theory 101: What is a “Generation”?
a) A “birth cohort”…born within the same time in history b) Experiences the same world and societal
events e.g. wars, 9/11, etc. c) Reach economic/political peak between 40
and 60 d) Is shaped by preceding generation(s)
Current Student “generations” on campus
Baby Boomers – now 41-61 years old
Generation X – 21-41 years old
Generation Y or the “Millennials” – 17-21 years old
Traits of Millennial Students( Source: Howe, N.. & Strauss, W. (2000). Millennials Rising: The Next Generation . New York: Vintage Books)
Younger “Special” Smaller families Older parents More first/only borns
Confident and Optimistic Team oriented Sheltered – “helicopter parents” Achieving Pressured Conventional More parental education Are getting more supervision Are spending more time with their parents - came along when
parents made time for them Most “diverse” generation in history
Have been exposed to advanced technology in every aspect of their lives
Back injuries Joint injuries, repetitive stress
injuries Rising asthma rates Obesity on incline Heart risk factors increasing Attention deficit disorder
“…Many of these have been directly and credibly linked to the more structured, regimented, and indoor lifestyle of to-days’ children and teens – a lifestyle that results in less free play, less supervised exercise, and less unorganized outdoor activities” (ibid, p.94)
Cultural trends for the Millennials (Source: Coomes, M.D. and R. DeBard (Ed) (2004). Serving the Millennial
Generation, Jossey-Bass).
PC, DVD, CD, MP3 – portable, digitized and sharable
Girl Power - impact on popular culture
Hip Hop goes mainstream – the “new” rock and roll reflects diversity and shapes values and culture
Reach out and touch someone, constantly - the value of cell phones, text messaging, e-mail and staying connected 24/7
Information from 2005 CUSC Survey (Source: 2005 Survey of Undergraduate Students, Canadian University Survey Consortium)
Students are younger – average age is 22 (23 in 2002)
Live at home with parents – 42% (39% in 2002) Area requiring most improvement – Emphasis
on teaching ability – 41% Preferred type of Instruction – Classroom
instruction with online supports – 66% (On-line instruction – 3%)
E or Environmental Influences Increased student participation rates in
postsecondary education, overall, and from underrepresented groups and international students, in particular
Decreased funding for postsecondary education from the provincial and federal governments
Increased tuition fees in all areas, but particularly in professional programs
Increased privatization of services and activities (partially to compensate for decreased funding)
Increased emphasis on education as a “private” or personal good and its importance for personal success
Deterioration of physical facilities Increased use of computers and technology for
services and for instruction
B = f ( P x E ) - Staff/Faculty B = Our Behaviour - How do we know what’s
expected of us? P = a) Silent Generation
b) Baby Boomer/first generation c) Generation “X” - new professionals and grads
E = Our Family and Institutional Experiences – many of the factors influencing students also affect us
New Student Generation meets New Staff Generation in a New Learning Environment… then what??
1. Students and their experiences will increasingly drive the agenda in PSE
2. Back to the basics……information, services3. Looking for answers...in all the right places4. Risk management…for everyone5. Never forget that we’re in the business of
learning!!
Proverb 1 “ You can’t keep trouble
from coming,
But you needn’t give it a chair to sit on”.
Proverb
Suggestions for Action – Proverb 1 Be specific about what behaviour is expected and what laws
apply. Also, include wording like, “Unless specified, all students registered in the institution are expected to follow the regulations of this institution, regardless of the location of their academic work….”
Have students work with you to modify/update the “language” used for the regulations
Information and/or information for Deans and Senior Administrators, especially new ones
Information and /or participation in information sessions for new staff and faculty
Partnerships with Risk Management Partnerships with Student Governments Work with and develop partnerships with legal counsel/law
firms re: training and case law Other?
Proverb 2
“Educate when Possible,
Punish when necessary” Dr. Peggy Patterson
Suggestions for Action – Proverb 2 Provide regular and frequent information to
students on Rights and Responsibilities - various creative methods, times, approaches, etc.
Be meticulous and fair in “processes” used – more likely to feel heard and to accept decision
Publish results of discipline hearing decisions Document and use “precedents” Continue to support and participate in
organizations like CCSJA Focus of you educational roles and not just your
disciplinary roles – e.g. in Plagiarism Other??
Why we do what we do …
Education!“We do not prosecute criminals, we
discipline students who violate our rules.”
[Need] “to get back to the purpose of discipline– teaching in furtherance of our lawful missions.”
(Source : Gehring, Donald - “Abreast of the Law”. “Time to Curb ‘Creeping Legalism” in Campus Judicial Process”, NASPA FORUM, Feb/March 1999, p. 8)
Thank you!
Questions??