Issues in Policy, Structure, & Multicultural Competence

Maryland Student Affairs Conference Case Study Competition 2014

Welcome to GCC!
At Gateway Community College, our motto is: a place where students put their dreams in our hands. We are a large institution with 40,000 enrolled students over three branch campuses. Our goal is to provide all students pathways to success and a better life. In this presentation we will discuss: 1. The current issues at Gateway concerning immigrant students and staff. 2. Our long-term and short-term plans to address these issues. 3. The theoretical, professional, and practical rationale for our strategies. 4. How organizational structure affects the execution of policies. 5. The considerations involved in following college policies and supporting institutional values.

The Issues at Hand

Recently a student was told they would be deported from the U.S. Some faculty were filling out forms for English-Language Learner students and Financial Aid staff refused to accept them. A Registrar staff member required a cancer student remove her scarf and another student remove a hijab before taking a student ID photo. The Registrar office refused to process enrollment paperwork for student without a state identification card. The college and the entire district have been adjusting to the new organizational structure at GCC

Our Main Directives

1. Developing, reviewing, and communicating policies 2. Progressing multicultural competence and sensitivity 3. Generating the DREAM Act infrastructure

Issues with Policies

Filling out forms Student ID photos Having a valid identification Consulting the legal counsel

Filling out Forms

When utilizing Sanfords (1962) theory of challenge and support, it appears that the staff would challenge the students too much while the faculty might be supporting and coddling them too much. A balance can be struck by having the student be the only one writing on the form and having the faculty member present if assistance is needed in interpreting the form. Also, if a faculty member assists a student filling out a form, then it might be best to have an additional form stating the name of the faculty member, his/her title, the student he/she is helping, and the type of form being filled out. This can be kept for the offices records. This policy must be clearly written out and communicated to both faculty and staff so that they are all on the same page.

Student ID Photos
Given the confusion on the acceptable attire for student ID photos, it would be important to review the current GCC policy and communicate it to the Registrars office. If there is no written policy then it would be appropriate to model it off of the policy used for passport photos since they are globally accepted. In this particular policy hijabs are allowed, but the scarf for the cancer student would not. Since GCC values customer focus, it would be appropriate to have other sensitive issues be left up to managerial discretion if exceptions (such as the scarf) were to be made. The policy should be posted in the Registrars office to ensure that all staff members adhere to the policy especially since the supervisor of the Registrar, Dr. Simpson, is only located on the main campus. The distance makes effective communication more difficult.

Having Valid Identification

There has been a problem with the Registrar office refusing to process enrollment paperwork for students without a state identification card. Dr. Ogden stated that they should be interpreting the state policy to be any form of valid identification (even outside of the U.S.) Dr. Simpson oversees the Registrar and should go to their office and speak to the staff members in charge immediately to determine where the confusion began (to avoid such issues in the future). He should ask how long this issue has been going on in order to determine whether or not they have turned away a lot of potential students because of it. Given that applications come in every semester, this needs to be corrected and straightened out promptly. An email should be sent out to the entire Registrar department stating the policy very clearly and should also be communicated to the other campuses as well. The Registrar staff members should then go over all recent enrollment applications and ensure that they were not process incorrectly and rejected for not having a state ID.

Having Written Policies

Having policies in writing ensures that they can be applied uniformly Policies create organizational memory and means for change. They help ensure predictability. This written record of interpretation can serve to implement it in the future. Written rules limits administrative discretion.

Consulting the Legal Counsel

It is imperative to consult the legal counsel to ensure that active steps are being taken to provide quality service and education to the entire community, including those who may not have a state ID For developing and revising the school policies, it would be important to consult the legal counsel to ensure that no student rights are being violated. For example: Having students fill out forms could be potentially seen as discriminating against those who dont speak Englishwhen taking photo IDs one needs to ensure that its not discriminatory against religion and freedom of expression, etc., and one would also need to consider if there are any liability issues when rejecting students who try to enroll without a state identification.

Multicultural Competence
Workshop to develop multicultural sensitivity Microaggression photo campaign Annual Kognito training

Developing Multicultural Competence

Bennet (2011) described intercultural competence as: a set of cognitive, affective, and behavioral skills and characteristics that support effective and appropriate interaction in a variety of cultural contexts (Komives, 2013, pg. 202). A benefit of multiculturalism is to grow beyond seeing the world only in our own terms to seeing the legitimate views of others. This appreciation does not mean we will agree or even find decision making easy, but it should mean that we will understand other views (Komives, 2013, pg. 211). Developing the competence is a lifelong process.

Bennets (2011) Developmental Model for Intercultural Sensitivity

DMIS Stages
Stage At this stage, learners say
Denial of difference------------------------------------- All big cities are the same. Defense against difference----------------------------- Why dont these people speak my language? Minimization of difference----------------------------- No matter the culture, people are motivated by the same things. Acceptance of difference------------------------------ The more difference the better - its boring if everyone is the same. Adaptation to difference------------------------------- Im beginning to feel like a member of this culture. Integration of difference------------------------------- Whatever the situation, I can usually look at it from a variety of cultural points of view.

True Life Skits Workshop

This workshop will be presented in the first half of the spring semester for members in the Registrars Office. There will be six True Life: Im a multicultural student skits in a row and each skit will cover a variety of multicultural issues that can be seen around campus. In each skit (displaying a combination of students, faculty, and staff) there will be a person designated to represent the DMIS stage and this person will speak and act like someone in this stage. This person will wear a plain black t-shirt with the name of the stage written in white (ex: Denial). After the skits, the six actors representing the stages will stay in character and there will be a panel asking them questions. They will then break out of character and respond to a few more questions. Examples of questions could include: How did you feel when you made that comment? Has anything like this scenario ever happened to you? Each skit will last approximately 1-2 minutes and the panel afterwards will last approximately 15 minutes. There will also be a few minutes at the end for questions and comments. The total estimated time is about 30 minutes.

Poster Campaign
Microaggression are brief everyday exchanges that send denigrating messages to certain individuals because of their group membership This campaign will display real-life examples of ignorant statements that are made and that show a lack of sensitivity to other cultures. This will encourage community members to be more aware of how their words and actions impact others. These types of examples directly relate to some of the problems seen on campus. Example: Why is it such a big deal to take off your hijab? Its just a scarf. This campaign will take place in the spring and there will be a variety of posters hung up around campus in the student centers and residence halls so that it educates the whole community (faculty, staff, and students).

Campaign Photos

Kognito Training
Kognito is a online, role-playing, training simulation and focuses on certain topics in order to educate and create behavioral change. We would like to conduct a multicultural sensitivity training and have all faculty and staff members take this training at the beginning of every academic year Customizing our own training would take approximately 8 months to create.

DREAM Act Infrastructure

Policy addressing immigrant concerns Staff member to support immigrant population

DREAM Act
In preparation for the DREAM Act policy being developed and potentially being passed, a policy will need to be drafted in order to address the concerns of the immigrant population. It would be best to start working on this initiative once the state legislature develops the policy, but before the act is actually passed. When the DREAM Act passes then it will be beneficial to have a written policy for the college that clearly describes the immigrant population qualifying for in-state tuition and showing proof of residency.

DREAM Act
In order to better support the immigrant population before and especially after the DREAM Act passes, it would be appropriate for a staff member to take on additional responsibilities that encompass this specific student population. It seems appropriate that the Coordinator for Multicultural Affairs might take on this initiative and could help immigrant students with potential paperwork, advising, etc.

Short-Term & Long-Term Plans

Short-term Clarify current enrollment policy Conduct True Life workshop Administer poster campaign Long-term Develop and revise policy on filling out forms and photo IDs Customize and execute Kognito training Add staff member responsibilities for immigrant population Draft policy addressing immigrant population concerns

The Organizational Structure

The Organizational Structure

In our centennial we are currently going through a restructuring period with the help of our new president. We have moved away from a decentralized structure in which each branch operated separately. We now have a centralized structure, and have moved all leadership positions to the main campus. As a result all staff members at each branch report to a vice president or director at the main campus. The leadership cabinet has been replaced with new and diverse professionals.

Theoretical Framework for Structure

Birnbaums 1988 book, How Colleges Work: The Cybernetics of Academic Organization and Leadership explains the type of organizational structure at work at GCC (p. 112). It includes: A traditional bureaucratic organization structure with a top down approach. Streamlining of all decisions to prevent duplication. Effective and efficient use of resources. The use of satisficing, a decision making strategy to accomplish adequacy rather than optimal solutions. Using policies to decrease administrative discretion, and increase consistency.

Impact of Organizational Structure

How changes in structure affect our ability to implement new policies: 1. Having a centralized leadership structure makes it harder to implement new policies on other branches because there is no physical leadership there to do it. 2. More difficult to create buy in of the vision and policies if each branch has different cultures, and the policies are one size fits all. 3. Staff and faculty on other branches are left quasi-autonomous to make decisions on how to implement and interpret policies. 4. At the same time, staff may be unable to make exceptions for different student situations that warrant personalized considerations.

Impact of Organizational Structure

How to use the new structure to implement new policies: 1. The streamlining of activities to prevent duplication will help save money to fund new policies. 2. The effective and efficient use of resources will not only fund fiscal resources but personnel to support the directives. 3. Bureaucracies are able to weigh the costs and benefits of new policies to strike the best balance for students and the institution. 4. As a public institution, we are already set up to handle the bureaucratic red tape of state and federal governments. 5. Clarification of policies and decrease in administrative discretion will increase consistency and accountability in policy enforcement and interpretation.

Policies
Definitions: A course or principle of action adopted or proposed by a government, party, business or individuals. A definite course or method of action selected from among alternatives and in light of given conditions to guide and determine present and future decisions. (Merriam Webster Dictionary, 2014)

Importance of Policies
Policies: Help institutions regulate campus activities Ensure potent and productive operation of institutions. Policies are not created to be mere guidelines; they are created to be rules, which should be adhered to. Serve as a way by which institutions disseminate to staff, solutions to problems that have occurred previously. Are meant to serve as criteria for future applications. Are written to reduce administrative discretion.

Characteristics of Effective Policies

According to Lee and Kaplins (2009) Higher Education Law, effective policies should be: Free from vagueness. It should be clear enough to be easily interpreted by administrative staff in order to avoid or reduce administrators discretion. Consistent with institutional mission. Free from overbreadth. When rules are too broad, they tend to sweep in conduct which are considered to be protected under federal and state laws.

Should Practitioners Always Follow Policies?

Practitioners should follow policies because failure to do so may set them up for future legal liability issues. At the same time practitioners should do everything within their power to assist students. In the event that the rule would have to be bended in order to assist the student, practitioners should consider the following..

Kitcheners Ethical Decision Making Principles

We suggest that practitioners go by Kitcheners (1985) model of Ethical Decision Making Principles in making decisions whether or not to adhere to policies: Autonomy:

This principle addresses the idea of independence. It is based on the assumption that individuals have the liberty to make decisions as long as it does not impede or hinder the well-being of others. Nonmaleficence: Also known as above all do no harm, this principle addresses the duty to avoid causing physical, psychological or intentional harm, nor engaging in actions that may cause harm to others.

Kitcheners Ethical Decision Making Principles

Beneficence: This principle indicates practitioners responsibility to engage in activities which boosts the well-being of others. It encourages practitioners to do good, be proactive, and preventing harm where possible. Justice: Justice supposes the fair treatment of all, reciprocation, evenhandedness, and parity. Fidelity: Fidelity involves commitment to promises, truth, dependability and faithfulness.

Applying Kitcheners Model

In making the decision whether or not to follow policies, practitioners should consider the following: Whether their decision would hinder the well being of the students they work with, the institutions they work for, and themselves. The consequence of their action. Would the decision cause harm to the parties involved? How to avoid harm if there would be any and whether their action will be viewed as good. Whether they would be able to offer a rationale that explains the necessity and appropriateness of the particular decision. In deciding to disregard the particular policy, practitioners should remember that the policy was put together by competent legal counsel who may be relatively well-versed in that area of concern than the practitioner in question.

Thank You!
Any questions?

A place where students put their dreams in our hands

References
Birnbaum, R. (1988). How colleges work: The cybernetics of academic organization and leadership. San Francisco: Jossey-Bass. Kaplin, W. A, & Lee, B. A. (2009). A legal guide for student affairs professionals (2nd ed.). San Francisco, CA: Jossey-Bass. Kitchener, K. (1985). Ethical principles and ethical decisions in student affairs. New Direction for Student Services , 1985 (30), 17-29. Komives, S. R., Lucas, N., & McMahon, T. R. (2013). Exploring leadership: For college students who want to make a difference. (3rd ed.). San Francisco, CA: Jossey-Bass. Sanford, N. (1962). The American college. New York, NY; Wiley.