Talking Stick - January/February 2009 - (Page 57)

46 continUed on yoUr honor approach in communicating and illustrating standards and expectations. Anything that can extend the dialogue, such as scenarios or case studies, can enrich the learning experience: “I talk with student staff about ethical decision making – both ethical issues and ethical dilemmas,” PoudrierAaronson notes. “We discuss scenarios that are ethical issues (clear cut laws, rules, policies) and then we also discuss ethical dilemmas (not as clear cut gray areas and personal choices); the scenarios promote discussion with supervisors, but also with each other as a staff team.” Hobgood emphasizes the importance of communicating the message in as many ways as possible: “Talk about it aloud – from the highest ranking housing official down to their supervisor where they can have a chance to ask questions, put it in writing in position descriptions, and, when you have a violation of policy that everyone knows about, use that violation as a case study.” Using real policy violations as case studies can offer staff members a “gut check,” according to Hobgood: “It can help them reevaluate their fit with the position.” Hobgood notes that the learning experience should allow for “respectful dissent” so that student staff can feel free to disagree without being disagreeable. Allowing them to question the “why” behind policies and expectations creates an opportunity to engage in rich dialogue about the underlying philosophy. Weppler concurs: “We want to make sure that they do more than just memorize the rules; we want them to understand the reason, rationale, and spirit behind the rules.” The end result is an environment in which questioning is acceptable and dialogue leads to understanding. College and university administrators, faculty, and staff are always looking for opportunities to turn something into a teachable moment, both for themselves and for their students. This impulse should continue to flourish, and when students or student staff violate a policy or a rule, it makes sense that the institution’s disciplinary process reflects the values and norms of what it is at the core: an educational system. tS Wade Livingston is the associate director of community standards in the office of community and ethical standards at Clemson University. Lance Watson is a graduate intern in the office of community and ethical standards at Clemson University and also a resident director for university housing. new in tHe aCuHo-i online bookstore Residence Life Programs & The New Student Experience (3rd Edition) William J. Zeller, Editor A must-have for any residence life office, this updated edition looks at how recent things have changed – and stayed the same – in the work and mission of residence life programs over the past decades. With chapters on emerging technologies, living-learning programs, faculty involvement, safety and security, leadership development, assessment, staffing patterns, and much more, this one volume presents a complete look at how your campus can meet the needs of your first-year students. Presented by ACUHO-I and the National Resource Center for The First-Year Experience and Students in Transition, University of South Carolina purCHase it toDaY From tHe aCuHo-i online bookstore. One quick click from the front page at www.acuho-i.org. http://www.acuho-i.org http://www.acuho-i.org

Table of Contents Feed for the Digital Edition of Talking Stick - January/February 2009

Talking Stick - January/February 2009 Contents Online Now Vision Just In Your ACUHO-I Transitions Res Life Facilities Business Special Focus Calendar Assessing Assignments On Your Honor Conversations First Takes Reporting Out Welcome Snapshot

Talking Stick - January/February 2009

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