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??