The Journal of College and University Student Housing - Volume 45, No. 2 - 25
Evolution of Alternative Dispute Resolution Practices
about ADR practices. Most recently, there have
been restorative justice conferences offered by
at least three leading student affairs organizations (American College Personnel Association,
2018; Association for Student Conduct Administration, 2018; NASPA-Student Affairs
Administrators in Higher Education, 2018).
Skidmore College also offers year-round training and consultation on ADR, including trainings geared specifically for matters of residential
misconduct (Skidmore College, 2018b).
RECOMMENDATIONS
Residence life professionals work to provide
safe, educational, and inclusive communities
for all residents. When misconduct occurs, traditional forms of adjudication that focus solely
on the offender may never address community
harm and strategies for healing as an entire
community. ADR practices foreground the
restoration and well-being of the community
while also holding individuals accountable for
behavioral choices. Although current institutional policies and procedures may not incorporate the full range of the Spectrum Model's
conduct approaches, residential conduct officers can embed ADR techniques and practices
in a variety of ways, including the following six
recommendations:
1. Intentionally and systematically pose
RJ questions during residential conduct
meetings, particularly to students who
have accepted responsibility for the
misconduct. Although some students may
not work to repair harm, others may. In
all cases, students will have been exposed
to ADR perspectives and priorities, which
may become more salient for subsequent
policy violations.
2. To the extent practicable and permitted,
solicit input from all involved parties before
determining sanctions for responsible
parties. Responsible parties, individual
victims, and communities can have a voice
in sanctioning options, and responsible
parties may be more invested in completing
their sanctions because of their involvement
in the process. This approach can signal
to residents the priority of repairing harm
rather than the burden of simply enduring
individual punishment.
3. Where consistent with the institution's
residential conduct guidelines, amend the
list of allowable sanctioning options to
include restorative acts, such as apologies,
restitution, community service, and
sanction enhancement groups. Restorative
sanctions may be assigned to students in
addition to, or in lieu of, more traditional
sanctions such as fines or suspensions.
4. Consider utilizing ADR practices in
cases of community harm caused by
responsible yet unknown parties. In
addition to notifying the larger residential
community of the violation and perhaps
holding a special meeting of the affected
residents, a facilitated restorative justice
circle held with affected residents could
prompt positive resolutions in addition
to more information-sharing or even
self-identification by the responsible
party. In cases of known students whose
policy violations have not caused direct
harm to others, convening an experienced
restorative justice board to engage with the
student may be warranted and impactful.
5. Sponsor opportunities to foster a culture
of dialogue and restorative thinking
among student conduct professionals and
their colleagues. For example, colleagues
at nearby campuses or legal services
or social services professionals in the
V O L U M E 4 5 , N O. 2 * 2 0 1 9
25
The Journal of College and University Student Housing - Volume 45, No. 2
Table of Contents for the Digital Edition of The Journal of College and University Student Housing - Volume 45, No. 2
Contents
The Journal of College and University Student Housing - Volume 45, No. 2 - Intro
The Journal of College and University Student Housing - Volume 45, No. 2 - Cover1
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