Advocacy Workshop. Presented by: Susie Vallance Vice President, Human Resources, Seneca College

Transcription

1 Advocacy Workshop Presented by: Susie Vallance Vice President, Human Resources, Seneca College

2 1. One that pleads the cause of another; 2. One that pleads the cause of another before a tribunal or judicial court; 3. One that defends or maintains a cause or proposal; 4. One that supports or promotes the interests of another

3 Do you know what a student leader has to advocate? Do you have a responsibility to advocate for students?? We know your answer is YES, but what does that responsibility look like??

4 In addition to your duties to represent the interests of students within your own Corporation (council and central meetings) and to the college (i.e. Academic Council, Board of Governors, Campus Principals), you may also be called upon to represent or advocate for a student who is involved in an Appeal procedure for academic reasons and/or involved in a situation that falls under the Student Rights and Responsibilities and/or Discrimination and Harassment Policy.

5 The College Academic Policy and Student Rights and Responsibilities document identifies student services will provide a list of student representatives to assist students during investigative and resolution processes including appeal procedures

6 The College s Discrimination and Harassment Policy allows for a person to have a representative of their choice. For students we often encourage them to seek a student leader or representative from student services

7 In addition, the SRR s appeal mechanism is to maintain a roster of trained students (staff and faculty) to participate in Appeal hearings on issues that stem from the SRR procedures

8 You will more than likely be called upon at some point in your tenure to advise and/or advocate on behalf of a student during a College process/procedure.

9 The Process The Facts The Legal, Moral and Ethical Responsibilities The Role of the Student Advocate

10 THE 4 STEP MODEL TO ASSIST YOU IN BECOMING A GOOD ADVOCATE

11 Know the Academic Appeal procedures Know what constitutes Academic Honesty Offences Know the Student Rights and Responsibilities and Discrimination & Harassment Procedures

12 Get the student s story listen Ask for any documentation, facts, takes notes Ask what the student is looking for Explore the story ask probing questions Show the student the procedures Indicate that the student must provide facts who, what, when, how, and why

13 Ask student is they have any evidence to support their position (other student s commentary other student s who would be willing to provide supportive documentation, etc.) Ask the student to write their story out review it with the student ensure the student is comfortable with their version of the facts Ensure specific points of dispute are introduced

14 What if you find out the student is not telling the truth? Do you tell the student you are not able to assist and/or attend the appeal hearing with them? Are you obligated to inform the College that you know the information in inaccurate?

15 What if you know the student s case will not be successful based on your experience and knowledge? Do you advise the student of their chances of success? Do you say that since you know it s not going to be successful you re not going to assist them with the appeal? Do you still assist them and attend the appeal hearing?

16 At the Appeal what s your role? What is the definition of advising the student? Is there a difference between advising and advocating? How do you establish your role with the Appeal members or Investigator? If you know the student had not answered the question with the appropriate information (that they told you before, perhaps because they are nervous and anxious about the process), do you interject? Do you give the student a note?

17 Do you plan ahead with the student of how you ll communicate if things get off track or you feel that the student may not have put their best case forward to win their appeal? The Appeal Chair asks you to leave as they need to talk to the student directly. Do you leave? Do you ask why? Di you feel you should leave as you fulfilled you responsibilities as an advocate/representative once the student gave their information to the Panel? If you leave, Why did you leave? If you don t leave why did you stay?