Steven M. Janosik

Using CAS Standards to Measure Learning Outcomes of Student Affairs Preparation Programs.

A majority of recent graduates from master’s level student affairs preparation programs report having a clear understanding of 58 of 60 foundational learning outcomes derived from the Council for the Advancement of Standards in Higher Education (CAS) guidelines. While there were only two significant differences between selfreported learning of graduates from CAS compliant and non-compliant programs on 60 items, data suggest that recent graduates from CAS compliant programs report greater confidence in their preparation in 48 of the 60 outcomes presented in the questionnaire.

The Impact of the Campus Crime Awareness Act of 1998 on Student Decision-Making

The purpose of this research was to determine the effect of the Crime Awareness and Campus Security Act on student behavior and decision making. The findings suggest that the attention paid by the federal government, special interest groups, and college administrators to the formal reporting requirements required by the Act may be misplaced.

An Examination of Academic Dishonesty Among Sorority and Nonsorority Women

Academic dishonesty on the college campus is a problem that has been called “a plague on our profession” (petress, 2003, p. 625). in the early 1990s, McCabe (1992) surveyed students at 31 selective college and universities and reported that 67% of his respondents participated in one or more forms of academic dishonesty. Jendrek (1992) reported even higher rates of classroom cheating. in his study, 74% of students said they had observed cheating. some researchers report that students are willing to report incidents of their classmates’ cheating (ercegovac & richardson, 2004) but other authors report the opposite. Aaron and georgia (1994), for example, found that students were most likely to ignore cheating and avoid any confrontation. they also reported that students might be influenced to cheat if they see their classmates getting away with it. Jendrek (1992) confirmed this view and reported that only 1% of students who observed such academic infractions followed through by reporting the cheating to their professors. evidence is mounting that students come to college prepared to cheat (Anderman, griesinger, & Westerfield, 1998; McCabe, 1999). researchers at the Josephson institute of ethics (2004) reported that 83% of high school students copy someone else’s homework. McCabe (1999) reported that cheating is a commonplace activity for high school students. Further, students in his study commented that “if . . . cheating is going to get you the grade, then that’s the way to do it” (McCabe, 1999, p. 682). students in high school participate in cheating because of the desire to succeed, the climate created by the school, and pressure from parents (ercegovac & richardson, 2004). high school graduates are likely to bring these attitudes and behaviors with them as they enter college. College students also have incentives to cheat. Most students perceive that getting a college degree is an important element of most careers and that most career fields are becoming increasingly competitive (Anderman et al. 1998). students also understand the need to have marketable skills and experiences outside of the classroom (McCabe & trevino, 1997). Many students participate in cocurricular activities to gain these experiences and to form relationships with fellow students. greek-letter social organizations provide one avenue to such opportunities for many college students (McCabe & bowers, 1996). Fraternities and sororities provide students with leadership opportunities, a social unit,

The Impact of the Clery Campus Crime Disclosure Act on Student Behavior

In this national study on the impact of the Clery Campus Crime Disclosure and Reporting Act, 305 college administrators distributed questionnaires to 9,150 undergraduate students. Student knowledge of the Act and changes in student behavior were minimal and varied by gender, victim status, institution type, and institution size.

The Role of Principles, Character, and Professional Values in Ethical Decision-Making.

The role of ethical principles, character traits, and professional values in ethical decision-making is examined and depicted through an integrated and comprehensive model. A case study provides an illustration of improved decisionmaking when using the model.

The Clery Act and Its Influence on Campus Law Enforcement Practices

Three hundred seventy-one members of the International Association of College Law Enforcement Administrators responded to a questionnaire designed to measure the influence of the Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act on campus law enforcement practices. The majority of respondents credit the Act with improving crime reporting practices, and some law enforcement officers credit the Act with improving the quality of some programs and services. Most, however, do not think the Act has done much to reduce campus crime or to change student behavior.

Intentional Professional Development: Feedback from Student Affairs Professionals

Despite long-standing calls for more intentional professional development as a way to ensure a higher quality workforce in student affairs, little progress has been made. Various committees and task forces have suggested frameworks for program development, the certification of program quality and attendance, the recording of individual participation, and recognition of individual achievement; but associations have failed to act because of a variety of concerns. To date, information on the views of affairs professionals on such issues is limited and has not been studied in a systematic way. This study sought to fill this void.

Common Issues in Professional Behavior.

Most conversations about ethics and professional behavior involve case studies and hypothetical situations. This study identifies and examines the most common concerns in professional behavior as reported by 303 student affairs practitioners in the field. Differences by gender, years of experience, organizational level, institutional type, and institution size are also explored.

Anticipating Legal Issues in Higher Education

Learning how to recognize and anticipate the legal risks associated with student affairs practice is a crucial skill all successful administrators must develop. This can be done by developing a sense for scanning the broad legal environment and being aware of legal issues in other parts of the education enterprise.

Threat Assessment Teams: A Model for Coordinating the Institutional Response and Reducing Legal Liability When College Students Threaten Suicide

Abstract Increasing numbers of college students with mental health issues are enrolling in college. If these students threaten suicide they present serious legal issues for college officials. Lack of communication and coordination of a response to these students exacerbates the issue. Threat assessment teams can serve as mechanisms to coordinate the response to students who threaten suicide. A review of case law and recommendations to mitigate liability when students threaten suicide are provided.