A Day in the Life of a Student Affairs Educator

Competencies and Case Studies for Early-Career Professionals

Anne M. Hornak, Sarah M. Marshall

• Publisher: Stylus Publishing
• Year: 2015
• ISBN:
  9781620362129
• Topic: Education
• Subtopic: Higher Education

This book constitutes a collection of case studies that explore issues faced by new professionals in student affairs, with the scenarios designed to develop ACPA/NASPA Professional Competencies. These cases provide opportunities to create meaningful learning experiences for courses, training programs, and the mentoring of new professionals, giving them exposure to the kinds of dilemmas they will encounter as they assume their leadership roles or start out on supervisory positions.The cases are derived from interviews with current student affairs professionals, are based on real life dilemmas, reflect contemporary issues on our college campuses, and are designed to be easily used or adapted across all institutional types.The cases cover the areas of advising and helping; assessment, evaluation and research; equity, diversity, and inclusion; ethical professional practice; history, values, and philosophy; human and organizational resources; law, policy, and governance; leadership; personal foundations; and student learning and development, and vary in length to allow for multiple uses. Shorter cases can be role-played and discussed in leadership training workshops, while longer cases can be used as take-home assignments or debated during longer training sessions. The book begins with advice on how to use the cases and concludes with general advice provided by current professionals in the field.

1

ADVISING AND HELPING

BEATING UP THE WRONG SISTER

Alicia is a second-year student. She’s been your academic advisee for over a year, and during that time, you have come to develop a mentoring relationship. Alicia joined a social sorority the second semester of her first year. She served as new member president and is currently running for scholarship chair within the chapter. During her regular academic advising appointment, she shared a troubling incident that happened in the sorority over the weekend. Alicia explained, “Something happened at a party this weekend. If I tell you about it, will you promise not to tell anyone? I just need advice about what to do. We recently had a national officer visit our chapter. Some of the new initiates told her about some light hazing they experienced. When older members of the chapter found out about the disclosure, they went crazy! They freaked out. They said we might lose our charter, be kicked off campus, or be seriously punished. The worst part is that they felt betrayed by the new initiates and think they are a bunch of wimps who can’t keep a secret. The senior members are on a hunt to find out which new member told the national officer about our traditions. They are cornering members and interrogating them. Well, I guess they thought they found the rat. They got drunk at a party this weekend and beat up the member who they thought tattled. It wasn’t too serious, but they punched her a couple of times and told her to quit the chapter. The new initiate didn’t report the incident and is planning to quit this week. The worst part is that she didn’t tell the national officer; I did.”

•What are the issues in this case? How do you prioritize them? Within your list of priorities, where does student safety fall? Who are the stakeholders? Who is and should be involved in this situation?

•Can you promise confidentiality? How should an advisor handle a request “not to tell anyone”? Are you obligated to report the incident?

•What are your options for addressing the situation? Consider your position and your relationship with the student.

•Would your actions be different if you were the fraternity/sorority advisor? Interfraternity Council or Pan-Hellenic advisor?

SUPERVISING A GRADUATE ASSISTANT

Ryan is an assistant director of residence life. He supervises four hall directors, including Eddie. Eddie supervises three graduate assistants (GAs), including first-year GA Nicole. Ryan doesn’t want to invite Nicole back for a second year because she has exhibited limited professional growth. He believes she is immature and struggles to hold resident advisors accountable. She has a tendency to want to be liked rather than respected. After multiple discussions between Ryan and Eddie, Eddie strongly advocates for Nicole’s return. He understands the professional risk he is taking by backing Nicole, but he believes that, with some strong mentoring, she can succeed professionally. Eddie sits down with Nicole and informs her of her renewed contract. He doesn’t go into detail about Ryan’s concerns but encourages her to work hard and do her best.

After summer break, Nicole returns as a second year GA. The week before school started, Nicole was to be available during check-in but is nowhere to be found. When Eddie confronts her, Nicole explains that another GA promised to cover for her while she ran errands. When Eddie confronted the other GA, she knew nothing about the schedule change. Later that week, Eddie is called into Ryan’s office. He informs Eddie that the residence life van was taken off campus recently without permission. He knows this because he received a copy of the speeding ticket in Nicole’s name. Ryan is furious and confused and wants to hold a joint meeting where he lays out all of the concerns and fires Nicole. Eddie disagrees, is concerned that this approach will blindside Nicole, and asks to meet with Nicole alone.

•Why might Eddie feel crushed? How should he handle his feelings? Should he talk with Ryan? Why or why not?

•What can Eddie learn from this situation? In hindsight, could he have done anything differently?

•Eddie felt caught between doing what he felt was right and what his supervisor asked him to do. Have you ever been in a similar situation? If so, please explain.

THE AFTERMATH

Layla was a very popular undergraduate. One night she became intoxicated and fell out of her third-floor window. Her roommate and three friends watched her fall. Two hours after arriving at the hospital, Layla died. As expected, everyone involved is extremely upset. The roommate and friends are hysterical. Layla’s resident assistant (RA) is trying to comfort them, but she, too, is very emotional.

•As the hall director, how do you immediately respond to the situation?

•How do you respond within the first 24 hours?

•How do you help your residents and staff beyond 24 hours?

•How do you handle the media? What instructions do you have for the students and student staff regarding the media?

•What if Layla’s RA in particular is struggling with Layla’s death and blames herself for not keeping her resident safe?

FIRST WEEK OF CLASSES

During the first week of classes, your RA, Lillian, calls you to inform you that one of her residents, Claire, claims to have been sexually assaulted. You immediately go to Lillian’s room, where you find Claire. She is clearly intoxicated and accuses a popular male hockey player of the assault. Claire recounts a very vivid story detailing the attack and agrees to go to the hospital. Upon arriving at the hospital, you immediately contact the dean of students. She wants to know every detail of the attack and pushes you for specific, detailed information. The next day, Claire doesn’t remember anything. Claire’s blood tested positive for Rohypnol, the date rape drug. Word about the assault spreads quickly, and the campus becomes divided with some believing Claire and others defending the star hockey player. Claire starts to receive threatening messages and is being harassed via social media. Wanting a strong judicial case, the dean keeps pressing for a strong story. As the hall director and first staff member on the scene, you feel pressure to work with Claire to come up with a strong, reputable account of the incident.

•What is your obligation to Claire? How do you help her through this difficult time?

•What is your obligation to the dean and the judicial process?

•What legal issues should be considered in this case?

•What ethical standards apply in this case? How do your personal values guide your action?

THIEVES AMONG US

During a crowded bookstore appreciation event, you notice two students stealing a book. Upon their exit from the bookstore, you confront them about their theft. Initially they deny it, claiming they brought the books into the bookstore. After telling them that you witnessed the theft, they begin to justify their actions—“The bookstore is overpriced. They rip off the students every semester. We’re just getting even. They’ll never miss the books.”

•How do you handle the situation? Discuss all possible options. Who, if anyone, should be involved in the discussion?

•Does your course of action change if you know the students? What if they stole the books because they really needed them for class but couldn’t afford them?

•Role-play the confrontation.

MENTORING OR AVOIDING?

After completing his second year as a hall director, JP has proven himself to be one of the most competent, talented hall directors on the staff. He motivates his staff, has a good rapport with students, and manages the day-to-day responsibilities of a hall director effectively. During JP’s annual review, his supervisor, Elena, compliments him on his performance and asks him to serve as a mentor for Scott, a less effective hall director. Scott, who has been a hall director for three years, is dealing with mental health issues, including depression and mood swings. Due to his illness, Scott frequently misses work. While JP is not excited about mentoring Scott, he feels he has no choice and agrees. He knows Elena isn’t good with conflict, and this is her way of dealing with the situation. In JP’s first meeting with Scott, he tries to provide him with constructive feedback. Scott becomes enraged and punches the wall. JP finds himself questioning, “What have I gotten myself into?”

•What has JP gotten into? What authority does JP have over Scott? What questions or clarification should JP have sought before meeting Scott? What should Elena’s role be, if any, in this mentoring relationship?

•How does JP handle the immediate situation and Scott’s anger? Does it matter whether JP is a man or a woman? Does the situation change if Scott immediately calms down and apologizes for his outburst?

•Given Scott’s outbreak, what should JP communicate to Elena?

YOU’RE EVALUATING ME BASED ON WHAT?

In a recent annual evaluation, Sydney received a “needs improvement” mark in collegiality. After Sydney inquired about the mark, her supervisor suggested that she improve in this area by going out with her coworkers after work. Her supervisor explained that Sydney is not adequately building rapport with her coworkers by not “hanging out” after hours. Sydney is initially in shock and only nods that she understands. After having time to consider the feedback, she becomes angry. At work she believes herself to be friendly and professional, and during the prior semester, the department had a professional development workshop on establishing boundaries to avoid burnout. She spends her private time with her partner and dog.

•After receiving this feedback from her supervisor, how should Sydney proceed? What are her options? What are the potential consequences of each option? Are there any ways Sydney could be more collegial without sacrificing her time with her partner?

•Do you think a supervisor can dictate how an employee spends his or her free time? Explain.

•Have you ever struggled with personal/professional boundaries? Explain.

I’LL GO OVER YOUR HEAD

Jean is a coordinator of student activities at a private, elite liberal arts institution. The students at her college are very intelligent, ...

Table of contents

• Cover
• HalfTitle
• Title
• CopyRight
• Contents
• FOREWORD
• ACKNOWLEDGMENTS
• INTRODUCTION
• 1 ADVISING AND HELPING
• 2 ASSESSMENT EVALUATION, AND RESEARCH
• 3 EQUITY, DIVERSITY, AND INCLUSION
• 4 ETHICAL PROFESSIONAL PRACTICE
• 5 HISTORY, PHILOSOPHY, AND VALUES
• 6 HUMAN AND ORGANIZATIONAL RESOURCES
• 7 LAW, POLICY, AND GOVERNANCE
• 8 LEADERSHIP
• 9 PERSONAL FOUNDATIONS
• 10 STUDENT LEARNING AND DEVELOPMENT
• 11 PRACTICAL ADVICE FOR NEW PROFESSIONALS
• INDEX
• AddPage1
• AddPage1
• BackCover