Hearing BoardHearing Board Training Training

Mission StatementTo support and enhance the

University's standards and core values by,

“Promoting a just, safe, orderly, civil and positive University environment through conduct

standards, disciplinary processes, training, and intervention efforts. ”

OSC enhances an overall educational experience for

students by embracing and promoting student learningand student development.

Philosophy of OSC Seize the opportunity to

proactively educate a student who violates the Student Code of Conduct via the Conduct Process by applying sanctions (consequences) that modifies and redirects inappropriate behavior into a productive behavior.

Goals of OSC

To Educate: Educate the student to the

ideals of the university community.

To Develop: Opportunities for growth and

development within a safe learning environment.

To Give Due Process: Give the student every

opportunity for due process—the right to a fair and impartial review to determine merit for charges

*See page 90 in Code

Accountability: Give the student the opportunity to

maturely decide to be accountable for his or her behavior.

Self-Correction: Have the student serve in an active

role determining the consequences for behavior that violates community standards.

Establishing Values: Help clarify the student’s values

and offer opportunities for learning. Competency Emotions Maturity Integrity Purpose Identity Autonomy (self-sufficiency,

independence

Student Rights To have the benefit of an

opportunity to be heard by an impartial Hearing Board or Hearing Officer in addressing an allegation (s) of a violation of the University

Disciplinary Conference Disciplinary Hearing

To examine evidence to be used against him or her;

Disciplinary Conference Disciplinary Hearing

To view the list of witnesses against him or her at the administrative discipline conference or prior to a hearing in front of a hearing board.

May have an advisor/attorney present at the hearing. Student is responsible for representing self.

To be informed of the Student Code of Conduct and its corresponding procedures

Handbook Mass Email

Notification Orientation

To petition for redress of a grievance arising from an incident which violates University policy and/or the Student Code of Conduct.

Right to file a complaint and request resolution

To receive notice of any alleged violation of University policy and/or breaches of the Student Code of Conduct Notice of Charge (s)

Student Code of Conduct

The Code of Conduct is part of Southeastern Handbook beginning on page 80 and ending on page 102.

The Code explains the Conduct Process in its entirety.

Purpose of the CodePage 80

University seeks to teach Citizenship Valuing others Respect for community

Students are responsible for familiarizing themselves with all University policies.

Students are expected to conduct themselves in a manner which supports the educational mission and function of the University and to comply with all federal, state, and local laws and University policies.

OSC JurisdictionPage 83

Cases Handled by OSC: Student/Faculty/Staff Complaints and UPD Reports

Campus Incidents On- or Off-campus incidents Incidents that rise to the level of separation from the

University Academic integrity issues Incidents involving Arrests

Housing Cases Incidents that rise to the level of dismissal from housing.

**Housing handles all cases which occur within the residential halls that do not rise to a level of dismissal.

Article IV: Proscribed (prohibited) Conduct

1. Acts of Dishonesty2. Disorderly Conduct3. Violence to persons4. Sexual abuse/assault5. Endangering physical

well-being6. Use of drugs7. Use of alcohol8. Abuse of property9. Trespassing

1. Possession of weapons2. Possession of explosives3. Computer usage abuse4. Interference with Safety

Regulations5. Violations of published

policies6. Violations of federal, state

or local laws7. Failure to comply8. Abuse of the campus

discipline system

Conduct Standards and Regulations (Violations)

Page 84

Case Flow Process Page 90-92

Step 1: Complaint Received (by any University member)

Step 2: Notice of Charge sent to Respondent

Step 3: Disciplinary Conference Responsible or Not Responsible

If plea of RE, sanctioned accordingly (in office) If plea of NR, Refer to Hearing

See Brochure for more info…

The Role of a Hearing Board

Designed to discover the source of a problem and arrive at a reasonable solution.

Helping students grow through preventive and corrective measures.

Duties of a Board Member Arrive on-time (15 min) before hearing

Review hearing evidence Prepare questions Stay open minded and unbiased Remember the Complainant bears the burden of proving their

complaint against the accused. Listen carefully Be patient Stay focused on collecting facts You must have sufficient evidence to form you decision (RE/NR) Be creative in your sanctioning targeting the behavior needing

modification and safety of campus Record your rationale (reasoning behind decision and

sanctioning)

Composition of Hearing Board

1. A hearing board may be composed of only faculty and staff called an Administrative Hearing Board.

OR

2. A hearing board may be composed of students, faculty and/or staff called the Student Conduct Hearing Board.

Collection of Facts and QuestioningCarefully phrase your questions as Open-Ended Questions:

Who?

What?

When?

Where?

Why?

How?

It is important to courteously question allwitnesses, complainants, and respondents.

Your task is to find all facts.

*See Handout: Questioning

Collection of Facts and Questioning

Try to avoid:Close-ended questions (Did you?, Were you?)

They do not offer much explanation and usually result in a “yes” or “no” answer. Question: “Were you angry when you broke the window?” Answer: “No.”

Multiple Choice Questions Tend to persuade a less incriminating answer.

Ex. “What was the worst thing you did growing up; tell a lie, drugs, steal, or run a stop sign?

Answer: “Run a stop sign?”

QuestioningExercise

Change each Closed-Ended question

into an Open-Ended question. Closed Ended

1. Mr. Jones, did you see Scott punch Sam?

1. Was it dark when you arrived at the party?

1. Do you enjoy being a member of Tri-Lambda fraternity?

Open Ended

1. Mr. Jones, what did you observe while sitting in the class room?

1. What was the approximate time you arrived at the party?

1. Please tell me about your experiences as a Tri-Lambda member?

Decision Process TestimonyWhat is the relevance?

CredibilityMotive?, Ability?, Malice?, Threats?, Bx?

Evidence Direct Observation/experience Circumstantial Documents

Determining Responsibility

Preponderance of Evidence

Imagine yourself weighing the evidence on a scale, you must be more than 50 %

sure that the student violated the policy to find s/he

responsible.

Sanctioning (Preventative Measures)Page 95-99

“The opportunity to educate and modify student behaviors for the future.”

Questions to consider when recommending sanctions:

1. What was the intent of the student?

1. What were the actual consequences of the behavior?

1. What were the potential effects of the behavior?

1. Was alcohol/drugs a factor?

1. What is the attitude of the student?

1. What is the student’s past history/record? This information is only give after finding of responsibility are made.

Sanction Types

Examples: Community Service Counseling

Substance Abuse Assessment

Anger Management Substance Abuse

Written Assignment Research paper Educational program

Probation Suspension Expulsion

PAGE 96 IN CODE

AppealsPage 100

In all cases, the complainant and respondent may appeal the decision of the Hearing Board to the Vice President of Student

Affairs.

Cases involving separation from the University over one year may appeal up to the

University of Louisiana Systems board.