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Assessing Educational Sanctions that Facilitate Student Learning with First-Time Alcohol Policy Violators International Assessment and Retention Conference St. Louis, Missouri June 10, 2007

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Title: Assessing Educational Sanctions that Facilitate Student Learning with First-Time Alcohol Policy Violators International Assessment and Retention Conference St. Louis, Missouri June 10, 2007


1
Assessing Educational Sanctions that Facilitate
Student Learning with First-Time Alcohol Policy
Violators International Assessment and
Retention ConferenceSt. Louis, MissouriJune
10, 2007
  • Dr. David Hoffman
  • Assistant Dean of Student Affairs and Director,
    Office of Citizenship and Community Standards
  • Truman State University

2
Agenda
  • Institutional Overview
  • Fast Facts
  • Context
  • Overview of Educational Sanctions
  • Educational Sanction Learning Outcomes
  • Educational Sanctions for First-time Alcohol
    Policy Violators
  • AlcoholEdu for Sanctions
  • Alcohol Discussion Group
  • Out-of-Class Experiences Planning Map Sanction
    Assignment
  • Alcohol Reflection Essay
  • Documenting Student Learning and Development
  • Experiential Activity Evaluating an Alcohol
    Reflection Essay
  • Disseminating Results
  • Questions and Sharing
  • Assessing student conduct learning and
    development outcomes on your campus

3
Truman State University
4
Quick Facts
  • Mission Missouris highly selective public
    liberal arts and science university
  • Provide the quality of a private liberal arts
    education at a public institution cost
  • Location Kirksville, Missouri
  • Rural community of 17,000 located
  • 90 miles north of Columbia, MO
  • 150 miles northeast of Kansas City
  • 200 miles from St. Louis
  • 140 miles southeast from Des Moines, IA
  • Student to Faculty Ratio 151

5
Truman State University Quick Facts
  • On-campus Residents approximately 3,000
  • Enrollment approximately 6,000 total
  • 5,750 undergraduate
  • 250 graduate
  • 43 male/57female
  • Average age 19
  • Greek Population 1,520
  • 26 total
  • 20 women
  • 35 men
  • Campus Safety Commissioned, armed police
    officers

6
Context
  • Truman has a long history of being a dry campus
    and alcohol is not permitted on campus for
    students, faculty, staff, or guests
  • Truman serves primarily traditional age, 18-22
    year old students in a residential liberal arts
    setting
  • First-year students required to live on campus
  • Comprise about 50 of campus residents
  • Only about 25 local students that live at home
  • Other on-campus residents
  • Sophomores comprise 25
  • Juniors and Seniors 25

7
Context
  • Truman is a member of Missouri Partners in
    Prevention, a state-wide coalition of 12
    four-year public higher education institutions
    committed to reducing underage student drinking
    and the misuse and abuse of alcohol
  • http//pip.truman.edu/
  • http//web.missouri.edu/umcstudentlifemopip/
  • Comprehensive Campus Approach (based on
    recommendations of Higher Education Center)
  • Prevention Education
  • Harm Reduction
  • Environmental Management
  • Intervention

8
Context
  • Efforts of the campus-wide coalition as assessed
    by CORE Alcohol and Drug Survey and EBI Residence
    Life Survey have demonstrated
  • Decrease in frequency and number of drinks
    consumed per occasion (CORE)
  • Decrease in high risk or binge drinking rates
    (CORE)
  • Decrease in number of underage drinkers (CORE)
  • Increase in resident students who report not
    drinking to 50 (EBI)
  • CORE http//pip.truman.edu/survey_results.asp

9
Context
  • Alcohol policy enforcement is one prong of
    Trumans campus-wide approach to addressing
    student alcohol misuse and abuse
  • Improved consistency in enforcing campus alcohol
    policy has resulted in increased conduct
    referrals during last six years from Residence
    Life and Campus Police to Conduct Office
  • The Office of Citizenship and Community Standards
    has a holistic educational philosophy in
    addressing student misconduct through the
    sanctioning process
  • Environmental management-accountability for
    behavior
  • Prevention Education-enhance knowledge, skills,
    and attitudes
  • Harm Reduction-enhance knowledge, skills, and
    attitudes
  • Intervention-referral and accountability for
    behavior

10
2003-2006 Three-Year Alcohol Violation Statistics
Proscribed Conduct-Student Conduct Code 2003-2004 2003-2004 2004-2005 2004-2005 2005-2006 2005-2006
Charged with Alcohol Violations of Offenses of Offenses of Offenses of Offenses of Offenses of Offenses
10. Alcohol Violations 106 43.1 162 41.5 184 17.6
10.1 Public Intoxication 34 13.8 42 10.8 63 6.0
10.2 Manufacture, possession, distribution of alcoholic beverages 71 28.9 107 27.4 115 11.0
10.3 Operating a vehicle under the influence of alcohol 1 0.4 3 0.8 4 0.4
10.4 Furnishing Alcohol to under age students, intoxicated individuals, or students on University property. 0 0.0 10 2.6 2 0.2
11
Overview of Educational Sanctions
  • Evolved from developmental sanctioning philosophy
    and guide
  • Developmental alcohol sanctions in place for six
    years
  • Influenced by Gary Pavelas charge to learn from
    positive psychology and include more Socratic
    dialogue in sanctions
  • ASJA (Association for Student Judicial Affairs)
    listserv suggested using Harvard College Alcohol
    Study and having students focus on second-hand
    effects of alcohol

12
Overview of Educational Sanctions
  • Charged by SSAO to assess learning outcomes of
    departmental programs (sanctions)
  • Use Kitchener and King Reflective Judgment Model
    as a basis for alcohol reflection essays
  • Sanctions are assigned within the context of a
    comprehensive campus-wide approach to addressing
    student alcohol misuse and abuse

13
Educational Sanction Learning Outcomes
  • Provide/assure student baseline knowledge about
    alcohol
  • Provide opportunity for student to reflect on
    incident
  • Provide opportunity for student to take
    responsibility for behavior during incident
  • Provide opportunity for student to think about
    behaving differently in future based on incident
    and sanctions

14
Educational Sanctions for First-timeAlcohol
Policy Violators
  • Complete web-based AlcoholEdu for Sanctions
    course
  • 30 cost billed to student account
  • Allowed three weeks to complete first three
    chapters, two surveys, and exam
  • Allowed two weeks to complete Chapter 4 and
    Survey 3 after month interval from exam due date
  • Attend Alcohol Discussion Group offered by
    Counseling Center for conduct referrals
  • Offered once per month
  • 90-120 minute discussion group

15
Educational Sanctions for First-timeAlcohol
Policy Violators
  • Alcohol Reflection Essay
  • Essay 1 (Read Kingsley essay, reflect on
    Out-of-Class Experiences Planning Map assignment,
    and respond to prompts)-first-years
  • Essay 2 (Read Kingsley essay, read
    Harvard/Wechsler college alcohol study article,
    and respond to prompts)-sophomores
  • Essay 3 (Read Eesley essay, read Harvard/Wechsler
    college alcohol study article, and respond to
    prompts)-juniors/seniors

16
Additional Sanctions in Cases with Health or
Safety Concerns
  • Parental notification in health and safety
    situations
  • BAC above .15, hospital ER visit, protective
    custody, driving while intoxicated
  • Student generally has 48 hours from hearing to
    inform parents and have them confirm with Conduct
    Officer
  • Assessment in severe intoxication or violence
    situations
  • Alcohol Innerview
  • Counseling Assessment
  • Residence hall relocation
  • Limitation on activities

17
AlcoholEdu for Sanctions
  • Special Features for Judicial Programs
  • Several important features of AlcoholEdu for
    Sanctions make it the most effective online tool
    available to meet the specific alcohol prevention
    needs of college judicial and disciplinary
    programs
  • Screening Tool AlcoholEdu for Sanctions
    integrates AUDIT (the Alcohol Use Disorders
    Identification Test), a tool developed by the
    World Health Organization, to help students
    assess their own drinking behavior. Though not a
    diagnostic intervention, the 10-question test
    presents automated feedback to students based on
    their responses, encouraging those with potential
    problems to seek support through a formal
    assessment by a trained health professional.

18
AlcoholEdu for Sanctions
  • Personalized Feedback Based on proven
    motivational interviewing techniques, AlcoholEdu
    for Sanctions collects responses from students to
    questions about their behavior and provides
    information that helps them evaluate and reflect
    upon their past drinking choices.
  • Personal Journal Students respond to open-ended
    questions about the kinds of choices and
    situations that often result in violations of
    alcohol policies in a confidential, personal
    journal. With year-long access through the
    AlcoholEdu for Sanctions Notebook portal, they
    can later review and reflect upon what they have
    written.

19
AlcoholEdu for Sanctions
  • Four-Chapter Format AlcoholEdu for Sanctions
    includes four chapters covering decision-making
    about drinking from the way drinking affects
    college life to practical scenarios that
    illustrate the real circumstances in which
    drinking decisions will have to be made. The
    chapter contents include
  • Shaping Our Decisions Highlights to students the
    factors that influence their drinking decisions,
    including family and culture, social situations,
    media, and advertising.
  • Knowing the Facts Introduces the science- and
    research-based facts, including the impact of
    alcohol on the body, the factors influencing BAC
    levels, its impact on risk-taking behaviors and
    decision-making, including drinking and driving,
    and the effects of various levels of BAC on
    learning and memory.

20
AlcoholEdu for Sanctions
  • When it Matters Helps students design their own
    decision-making strategies, including handling
    parties, coping with peer pressure, understanding
    alcohols interactions with other drugs, finding
    a support network, and helping others address
    problems with alcohol.
  • Deciding for Yourself Encourages students to
    integrate key content and decision-making
    strategies with their experiences with alcohol
    since the start of the program (approximately 30
    days earlier).
  • The Course Also Features
  • Surveys and knowledge tests. The course collects
    data on students alcohol-related knowledge,
    attitudes, and behaviors at three points in time
    during the AlcoholEdu for Sanctions experience.

21
AlcoholEdu for Sanctions
  • Customized user experience. Customized course
    pathways based on each students sex and
    drinking patterns ensure students engage with
    the program in a meaningful and relevant way to
    help reduce negative consequences. The course
    also reassesses a students readiness to change
    later in the course and provides additional
    customization at that point.
  • Case-based learning and interactive exercises. A
    multi-series case study allows students to
    practice using realistic scenarios and develop
    skills that can be applied in their own lives.
    Interactive exercises are also included
    throughout the course to help reinforce key
    content.

22
AlcoholEdu for Sanctions
  • Evidence-based prevention strategies. The course
    incorporates evidence-based prevention
    strategies, including personalized feedback,
    motivational interviewing, expectancy theory, and
    normative feedback strategies recommended by
    the National Institute on Alcohol Abuse and
    Alcoholism (NIAAA).
  • Test out and opt out. The course acknowledges
    students previous learning, allowing them to
    test out of certain sections. Students can also
    opt out of certain, non-compulsory sections of
    the course. These options provide a satisfying,
    streamlined user experience.

23
AlcoholEdu for Sanctions
  • Course sequence
  • Outside The Classroom
  • http//www.outsidetheclassroom.com

24
AlcoholEdu for College Results 2004-2005
  • 98 students assigned to course
  • 88 students completed course
  • 3 students didnt complete exam
  • 7 students didnt complete course conclusion
  • 95 students completed exam
  • 91 met the required 75 passing score on the exam
  • Two students didnt pass (73 and 74 scores)
  • Average score was 90.1
  • High 100 low 73
  • Wealth of attitudinal and knowledge gain data
    provided in analysis by Outside the Classroom

25
AlcoholEdu for Sanctions Results 2005-2006
  • 99 students assigned to course
  • 75 students completed course
  • 2 students didnt complete exam
  • 22 students didnt complete course conclusion
  • 97 students completed
  • Average score on first attempt was 87.1
  • High 100, low 65
  • 13 students didnt pass first-time and had to
    re-take the exam
  • 91 students completed exam with a passing score
    of 80 on the exam
  • Average score was 89
  • High 100 low 80
  • Wealth of attitudinal and knowledge gain data
    provided in analysis by Outside the Classroom

26
Alcohol Discussion Group
  • Usually held once a month in the evening
  • Facilitated by University Counselor and Intern
  • Alcohol 101 and AlcoholEdu materials serve as
    resource
  • Psycho-educational, mostly discussion based
    reflection group
  • Topics responsible drinking, alcohol effects on
    the body, driving while intoxicated, setting
    drinking limits, etc.
  • Confidential, attendance verified
  • Students assigned sanction
  • 2004-2005 87 students
  • 2005-2006 64 students
  • 2006-2007 60 students

27
Out-of-Class Experience Planning Map Sanction
Assignment
28
Out-of-Class Experience Planning Map Sanction
Assignment
  • First Year students
  • Completion of the Out-of-Class Planning Map
    Self-Assessment and Goal Setting Exercises by
    (Friday four weeks after hearing date) at 5 p.m.
  • You are required to review information on the
    Out-of-Class Experience Map which can be found at
    http//saffairs.truman.edu/planning_map/.
  • Please read and review the following sections
    Understand the Purpose, Download the Map
    (Quadrants, Setting Goals, Examples, How to Get
    Involved, and How to Use the Map), Take the
    Self-Assessment, Experience the Benefits, and
    Questions for Students.

29
Out-of-Class Experience Planning Map Sanction
Assignment
  • Please download and complete the Out-of-Class
    Planning Map Self-Assessment available at
    http//saffairs.truman.edu/planning_map/self_asses
    sment.htm.
  • After completing the self-assessment, download
    the Goal Sheet available at http//saffairs.truman
    .edu/planning_map/planning_map.htm. Please
    identify at least one long-term goal for each of
    the four quadrants and two out-of-class
    activities that you might engage in to accomplish
    each goal.
  • When you have completed the self-assessment and
    the goal sheet as instructed, seek out a member
    of the faculty or staff at Truman (your RCP or
    faculty advisor, hall director, coach, student
    affairs staff, etc.) to discuss your
    self-assessment and initial set of long-term
    goals.

30
Out-of-Class Experience Planning Map Sanction
Assignment
  • Based on that discussion, revise your list of
    long-term goals and the out-of-class activities
    you have identified to assist you in achieving
    your goals.
  • Please submit by date copies of your
    self-assessment, your initial goals and
    out-of-class activities sheet, and your revised
    goals and out-of-class activities sheet.
  • Students assigned sanction
  • 2004-2005 64 students
  • 2005-2006 76 students
  • 2006-2007 33 students

31
Reflection Assignments for Alcohol Policy
Violators
  • First assigned 2001-2002 by predecessor as
    Conduct Officer
  • Refined in 2002-2003 when I assumed role
  • Assessed beginning in 2003-2004 through 2005-2006
    with an Alcohol Reflection Essay and a Harvard
    College Alcohol Study Article Review
  • Assignments refined a bit each year
  • First-year and sophomore students completed a
    reflection essay including reading Kingsley essay
    and completing Out-of-Class Experiences Planning
    Map
  • Juniors and seniors completed a reflection essay
    reading Eesley essay and completing separate
    Harvard College Alcohol Study Review
  • Revised to three essay assignment format in
    2006-2007
  • Revised (shortened) evaluation form
  • Have used coalition members and conduct board
    members to evaluate

32
Alcohol Essay Evaluation 2004-2005 Reflective
Judgment
  • Dean of Students reviewed 84 usable reflection
    papers for reflective judgment based on Kitchener
    and Kings model
  • 69 (82) demonstrated evidence of writer taking
    personal responsibility for actions
  • 59 (70) indicated learning something from one or
    more of the educational sanctions
  • 55 (65) indicated they would change their
    behavior based upon the experience

33
Alcohol Reflection Essay 1First Year Students
(FY07)
  • Assignment Directions
  • Alcohol Reflection Essay 1 due date (after
    AlcoholEdu first date and Group) at 500 p.m. in
    the Office of Citizenship and Community
    Standards.
  • You are required to write a paper reflecting on
    what you have learned from this experience, your
    completion of AlcoholEdu for Sanctions,
    participation in the Alcohol Discussion Group,
    and completion of the Out-of-Class Planning Map
    assignment.
  • In addition, please read the essay by Jennifer
    Kingsley entitled Academics are the Easy Part of
    College available at http//www.collegevalues.or
    g/reflections.cfm?id322a1 .
  • This paper should be three to five pages in
    length, 12-point font, Times New Roman, and
    double-spaced with standard margins.
  • This paper should utilize appropriate language,
    grammar, and spelling.
  • If the paper does not address these requirements
    it may be returned for revisions.

34
Alcohol Reflection Essay 1 First Year Students
(FY07)
  • Reflection prompts
  • Please write about what you have learned about
    your own decisions and behavior during this
    incident.
  • How do your values and ethics affect your
    decisions?
  • How does alcohol affect this decision-making
    ability for you?
  • What responsibility do you have for the effects
    of your drinking behavior on others, especially
    those in the Truman community?
  • How has your drinking behavior impacted others,
    especially those in the Truman community?
  • What are your thoughts on Ms. Kingsleys
    statement the most difficult, dilemma-filled
    component of college life is the social life.

35
Alcohol Reflection Essay 2 Sophomore Students
(FY07)
  • Assignment Directions
  • Alcohol Reflection Essay 2 due date (after
    AlcoholEdu for Sanctions first due date and
    Group) at 500 p.m. in the Office of Citizenship
    and Community Standards.
  • You are required to write a paper reflecting on
    what you have learned from this experience, your
    completion of AlcoholEdu for Sanctions, and
    participation in the Alcohol Discussion Group.
  • In addition, please read the essay by Jennifer
    Kingsley entitled Academics are the Easy Part of
    College available at http//www.collegevalues.or
    g/reflections.cfm?id322a1 and the 2001 Harvard
    College Alcohol Study and Trends article by Henry
    Wechsler and others available at

36
Alcohol Reflection Essay 2 Sophomore Students
(FY07)
  • http//www.hsph.harvard.edu/cas/Documents/trends/T
    rends.pdf.
  • This paper should be five to seven pages,
    12-point font, Times New Roman, and double-spaced
    with standard margins.
  • This paper should utilize appropriate language,
    grammar, and spelling.
  • If the paper does not address the requirements it
    may be returned for revisions.

37
Alcohol Reflection Essay 2 Sophomore Students
(FY07)
  • Reflection Prompts
  • Please write about what you have learned about
    your own decisions and behavior during this
    incident.
  • How do your values and ethics affect your
    decisions?
  • How does alcohol affect this decision-making
    ability for you?
  • What are your thoughts on Ms. Kingsleys
    statement the most difficult, dilemma-filled
    component of college life is the social life?

38
Alcohol Reflection Essay 2 Sophomore Students
(FY07)
  • In reading the Harvard Study, please focus on
    what Wechsler and his colleagues describe as the
    secondary effects of binge drinking and alcohol
    abuse by college students. What responsibility do
    you have for the effects of your drinking
    behavior on others, especially those in the
    Truman community?
  • How has your drinking behavior impacted others,
    especially those in the Truman community?
  • Based on this review and your answers to the
    previous questions, do you believe you need to
    act differently in the future?
  • Why or why not?

39
Alcohol Reflection Essay 3 Junior/Senior
Students (FY07)
  • Assignment Directions
  • Reflection Paper due date (after AlcoholEdu for
    Sanctions first due date and Group) at 500 p.m.
    in the Office of Citizenship and Community
    Standards.
  • You are required to write a paper reflecting on
    what you have learned from this experience, your
    completion of AlcoholEdu for Sanctions, and
    participation in the Alcohol Discussion Group.
  • In addition, please read the essay by Chuck
    Eesley entitled Figuring Out Lifes Most
    Important Questions available at
    http//www.collegevalues.org/reflections.cfm?id67
    6a1 and the 2001 Harvard College Alcohol Study
    and Trends article by Henry Wechsler and
    colleagues available at

40
Alcohol Reflection Essay 3 Junior/Senior
Students (FY07)
  • http//www.hsph.harvard.edu/cas/Documents/trends/T
    rends.pdf
  • This paper should be five to seven pages,
    12-point font, Times New Roman, and double-spaced
    with standard margins.
  • This paper should utilize appropriate language,
    grammar, and spelling.
  • If the paper does not address these requirements
    it may be returned for revisions.

41
Alcohol Reflection Essay 3 Junior/Senior
Students (FY07)
  • Reflection Prompts
  • Please answer the following questions What
    legacy do you want to leave for this world?
  • What have you done to accomplish this?
  • How might your behavior in this incident be an
    obstacle to accomplishing your goals in this
    regard?
  • In reading the Harvard Study, please focus on
    what Wechsler and his colleagues describe as the
    secondary effects of binge drinking and alcohol
    abuse by college students.

42
Alcohol Reflection Essay 3 Junior/Senior
Students (FY07)
  • What responsibility do you have for the effects
    of your drinking behavior on others, especially
    those in the Truman community?
  • How has your drinking behavior impacted others,
    especially those in the Truman community?
  • Based on this review and your answers to the
    previous questions, do you believe you need to
    act differently in the future?
  • Why or why not?

43
Alcohol Reflection Essays 2006-2007
  • Alcohol Reflection Essay 1 Assigned 58
  • Completed as of June 3, 2007 47
  • Fall 2006 28 assigned 27 completed
  • Spring 2007 30 assigned 20 completed
  • Alcohol Reflection Essay 2 Assigned 13
  • Completed as of June 3, 2007 9
  • Fall 2006 9 assigned 6 completed
  • Spring 20074 assigned 3 completed
  • Alcohol Reflection Essay 3 Assigned 29
  • Completed as of June 3, 2007 24
  • Fall 2006 22 assigned 19 completed
  • Spring 2007 7 assigned 5 completed

44
Fall 2006 Alcohol Essay Sanction Evaluation
  • A sample of 51 out of 52 completed Alcohol
    Reflection Essays were evaluated from the Fall
    2006 semester
  • Alcohol Reflection Essay 1 27
  • Alcohol Reflection Essay 2 6
  • Alcohol Reflection Essay 3 19
  • Evaluations were conducted by six student members
    of University Conduct Board
  • Rater disagreements were resolved by a student
    worker in Office of Citizenship and Community
    Standards

45
Fall 2006 Alcohol Essay Sanction Evaluation
Theme Yes Yes No Not Discussed
A. AlcoholEdu for Sanctions A. AlcoholEdu for Sanctions A. AlcoholEdu for Sanctions A. AlcoholEdu for Sanctions A. AlcoholEdu for Sanctions
A.1 Student reported AlcoholEdu for sanctions was 31 12 12 8
a positive experience 60.8 23.5 23.5 15.7
A.2 Student reported gaining useful knowledge and/or 32 11 11 8
information from AlcoholEdu for Sanctions 62.7 21.6 21.6 15.7
A.3 Other themes 5 38 38 8
  9.8 74.5 74.5 15.7
46
Fall 2006 Alcohol Essay Sanction Evaluation
B. Alcohol Discussion Group B. Alcohol Discussion Group B. Alcohol Discussion Group B. Alcohol Discussion Group
B.1 Student reported the Alcohol Discussion Group 20 11 20
was a positive experience 39.2 21.6 39.2
B.2 Student reported gaining useful knowledge and/or 18 13 20
information from Alcohol Discussion Group 35.3 25.5 39.2
B.3 Other themes 4 27 20
  7.8 53.0 39.2
47
Fall 2006 Alcohol Essay Sanction Evaluation
C. Reflective Judgment C. Reflective Judgment C. Reflective Judgment C. Reflective Judgment
C.1 Essay demonstrates student taking personal 46 5  
responsibility for his/her actions/behavior during 90.2 9.8  
incident      
C.2 Essay demonstrates student gained useful 41 10  
knowledge and/or information from one or more 80.4 19.6  
of the educational sanctions      
C.3 Essay demonstrates that student indicates he/she 42 9  
will change behavior based on incident 82.4 17.6  
48
Fall 2006 Alcohol Essay Evaluation Documenting
Student Learning and Development
  • Compiled summary list of narrative themes
    documented by evaluators
  • Evaluation of the alcohol reflection essays
    demonstrate that approximately 75 of those
    discussing AlcoholEdu for Sanctions reported
    gaining useful knowledge and that it was a
    positive experience
  • Evaluation of the alcohol reflection essays
    demonstrate that approximately two-thirds of
    those discussing the Alcohol Discussion Group
    reported gaining useful knowledge and that it was
    a positive experience
  • The alcohol reflection essay demonstrate that
    over 80 of the sanctioned students achieved the
    learning reflection outcomes as assessed by the
    evaluators.

49
Experiential Activity
  • Rate an Alcohol Reflection Essay
  • Compare ratings with your partner
  • Discussion

50
Disseminating Results
  • Results of the assessment have been shared in the
    departments annual report with the Senior
    Student Affairs Officer since 2003-2004.
  • The SSAO included the results from the
    departments annual report in a bi-monthly report
    to University Board of Governors in August 2004.
  • The Board of Governors were intrigued by the
    assessment and asked that this assessment data
    continue to be collected and reported to them on
    an annual basis.

51
Disseminating Results
  • The summary data is available to the University
    community on the office website.
  • The data is shared annually with other Student
    Affairs directors as part of the office
    presentation of assessment data.
  • The outcome evaluation data has been significant
    in refining and/or retaining the reflection
    prompts, the alcohol discussion group, and
    AlcoholEdu for Sanctions

52
Discussion and Questions
  • Successful Educational Sanctions for Violators on
    your campus?
  • THANK YOU!!

53
David A. Hoffman, Ph.D.
  • Assistant Dean of Student Affairs and Director,
    Office of Citizenship and Community Standards
  • Truman State University
  • E-mail dhoffman_at_truman.edu
  • Voice 660.785.4111
  • Web http//conduct.truman.edu

54
Resources
  • Web
  • Truman State University
  • http//www.truman.edu/
  • Office of Citizenship and Community Standards
  • http//conduct.truman.edu/
  • Partners in Prevention
  • http//pip.truman.edu/
  • Student Affairs
  • http//saffairs.truman.edu/
  • Out-of-Class Planning Map
  • http//.truman.edu/planning_map/
  • References
  • King, P. Kitchener, K. (1994). Developing
    reflective judgment. San Francisco Jossey-Bass.
  • Pavela, G. (2001, April 18). Student ethical
    development and positive psychology, Law and
    Policy Report, (13). (Retrieved June 4, 2007
    http//www.asjaonline.org/en/art/?65 ).
  • Olshack, R. (2000). A guide for effective
    sanctioning From theory to practice. Normal,
    IL Illinois State University
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