Talking Stick - November/December 2016 - 54
sensitive data should receive training
for protecting personal information
and be made aware of policies on
consent, notification, collection,
access, security, and the complaint
process. Often, information
technology departments distribute an
online training program that tracks
long-term employees. However,
student employees should also receive
this training or an adaptation of it.
Student staff do not need to
become privacy experts - merely
thoughtful enough to avoid placing
themselves and their campus in
violation. Perhaps the topic could be
incorporated into policies related to
the Family Educational Rights and
Privacy Act (FERPA), policy review, or
conduct or compliance curriculums,
as privacy concerns extend beyond
assessment. Supervisors can utilize
a variety of instructional methods
54
TALKING STICK
from supervisor-led small staff
discussions to online module reviews.
Furthermore, as privacy is an ongoing
issue attached to assessment, the
topic could be addressed throughout
the academic year as data collection
initiatives occur.
Despite all these
recommendations for processes and
policies, it is worth a reminder that,
by its very definition, ethics does not
deal in absolutes. Frequently, wellregarded but competing values will
come together to contribute to ethical
concerns. Even federal regulations
and guiding principles designed to
help assessment efforts can add to
conflicted thoughts and cognitive
dissonance regarding how to manage
ethical conundrums. Still, there are
steps residence life professionals
should take to stay mindful of these
issues.
First and foremost, regarding
issues of assessment residence
life professionals should maintain
awareness by staying current
regarding federal regulations, state
laws, policies, and practices. In
addition, they should know and
utilize the available campus and
professional resources; demonstrate
the merit, worth, and significance of
the practices and services they choose
to assess; and ask meaningful and
useful questions about practices and
services.
Efforts must also be made to
address known issues within the
assessment process. This includes
protecting privacy and confidentiality
by practicing respect, beneficence, and
justice when conducting assessments.
The process should utilize meaningful
collection and analysis methods
appropriate to the question and data.
Talking Stick - November/December 2016
Table of Contents for the Digital Edition of Talking Stick - November/December 2016
Talking Stick - November/December 2016
Contents
Vision
Just In
Calendar
Your ACUHO-I
Transitions
Facilities
Special Focus
Regroup
Study Haul
Do No Harm
Conversations
First Takes
Around Student Affairs
New Members
Snapshot
Talking Stick - November/December 2016 - Intro
Talking Stick - November/December 2016 - Talking Stick - November/December 2016
Talking Stick - November/December 2016 - Cover2
Talking Stick - November/December 2016 - 1
Talking Stick - November/December 2016 - 2
Talking Stick - November/December 2016 - 3
Talking Stick - November/December 2016 - Contents
Talking Stick - November/December 2016 - 5
Talking Stick - November/December 2016 - 6
Talking Stick - November/December 2016 - 7
Talking Stick - November/December 2016 - Vision
Talking Stick - November/December 2016 - 9
Talking Stick - November/December 2016 - Just In
Talking Stick - November/December 2016 - 11
Talking Stick - November/December 2016 - 12
Talking Stick - November/December 2016 - 13
Talking Stick - November/December 2016 - 14
Talking Stick - November/December 2016 - 15
Talking Stick - November/December 2016 - 16
Talking Stick - November/December 2016 - 17
Talking Stick - November/December 2016 - Calendar
Talking Stick - November/December 2016 - 19
Talking Stick - November/December 2016 - Your ACUHO-I
Talking Stick - November/December 2016 - 21
Talking Stick - November/December 2016 - Transitions
Talking Stick - November/December 2016 - 23
Talking Stick - November/December 2016 - Facilities
Talking Stick - November/December 2016 - 25
Talking Stick - November/December 2016 - 26
Talking Stick - November/December 2016 - 27
Talking Stick - November/December 2016 - Special Focus
Talking Stick - November/December 2016 - 29
Talking Stick - November/December 2016 - 30
Talking Stick - November/December 2016 - 31
Talking Stick - November/December 2016 - Regroup
Talking Stick - November/December 2016 - 33
Talking Stick - November/December 2016 - 34
Talking Stick - November/December 2016 - 35
Talking Stick - November/December 2016 - Study Haul
Talking Stick - November/December 2016 - 37
Talking Stick - November/December 2016 - 38
Talking Stick - November/December 2016 - 39
Talking Stick - November/December 2016 - 40
Talking Stick - November/December 2016 - 41
Talking Stick - November/December 2016 - 42
Talking Stick - November/December 2016 - 43
Talking Stick - November/December 2016 - 44
Talking Stick - November/December 2016 - 45
Talking Stick - November/December 2016 - Do No Harm
Talking Stick - November/December 2016 - 47
Talking Stick - November/December 2016 - 48
Talking Stick - November/December 2016 - 49
Talking Stick - November/December 2016 - 50
Talking Stick - November/December 2016 - 51
Talking Stick - November/December 2016 - 52
Talking Stick - November/December 2016 - 53
Talking Stick - November/December 2016 - 54
Talking Stick - November/December 2016 - 55
Talking Stick - November/December 2016 - Conversations
Talking Stick - November/December 2016 - 57
Talking Stick - November/December 2016 - 58
Talking Stick - November/December 2016 - 59
Talking Stick - November/December 2016 - First Takes
Talking Stick - November/December 2016 - Around Student Affairs
Talking Stick - November/December 2016 - 62
Talking Stick - November/December 2016 - New Members
Talking Stick - November/December 2016 - Snapshot
Talking Stick - November/December 2016 - Cover3
Talking Stick - November/December 2016 - Cover4
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