Training Date: April 7, 2021
Julian Cancino: Good morning and welcome, I am Julian Cancino, Director of the Gender and Sexuality Center and I'm very excited to see many new faces. Today we are wrapping up our year long training which our... if you have been a part of our previous conversations the gcs our live training series offers. firming and up to date, information and resources for building inclusive campus communities today's training, which is our very last training of year is hosted by our wonderful assistant dean of Community standards. And kind of reset and today's presentation we will learn a little bit more about our students rising finish standards processes here at Brandeis. We'll learn a little bit about the student conduct process and some educational opportunities for students for personal growth and values clarification. Their presentation will be very short and the focus of today's session is actually the conversation the Q&A, in which your questions and comments will really help to shape this very important conversation. You may post a question on the chat, you can mute yourself and sort of participate and join us, or you can message me privately and I'll make sure to ask you a question for the benefit of the group. So without much further ado, please join me in welcoming Alexandre said.
Alexandra Rossett: Hi everyone, thanks for having me! I am going to share my screen, as was mentioned, I have a very short presentation and what I find with. Students Community standards is there's often very specific questions or particular hurdles you've supported students through that you're looking for some clarification on. And so I'll give an overview and some kind of core information that I often get asked, but then I really want us to have a conversation, so that I can learn from all of you, as well as share information that's helpful.
Speaker: I will share my screen.
Alexandra Rossett: Of course my mouse is giving me trouble. I believe, is actually on here, somewhere, but his camera might be muted, so this is our team small but mighty there's two of us there's been he's waving now. So then it's our assistant director, I am an assistant Dean, and the dean of students office, so I do some dean of students office work and I oversee our student rights and Community standards department and we are in Shapiro campus Center on the second floor feel free to reach out whenever. So overview information... I know this was mentioned in the beginning, we really work with students on creating policies that support the mission of the university, you know students come here for a reason. They are told what Brandeis may the brand experience may be, and we want to help create policies that support creating that so that everyone's experiences as positive as possible. This takes a lot of different forms one of them is promotional efforts this year with everything coven and being a party of two. In our department, we have not had as much time to work on promotional efforts, there are a lot of other departments, who continue to do this. We've been working more individually with students faculty staff departments, but a little less of the broader promotional work. And collaborations with faculty staff students I'm seeing who's in this column there's definitely departments on here that we have collaborated with quite a bit so thanks for joining. Rights and responsibilities document, this is our student handbook and it encapsulates our university policies, our student facing policies, this does get reviewed and updated every single year, for the following academic year and we're in that process now. Student conduct processes what these are and how they function is detailed in rights and responsibilities which is located on the website, if you just Google Brandeis. Rights and responsibilities, this POPs right up it's a PDF for now and I'll dig a little bit more into student conduct processes in a minute. Facilitated dialogues, a lot of what we do supplements some of the work that the dean of students Office does so, sometimes students might be working with the dean of students office on. Some hurdles that they bumped into some interpersonal dynamics and it may not be at the point where a student wants to move forward with a formal process. But they do want to resolve that conflict, so we do a lot of these conversations with students one either to talk them through skill sets that they can utilize in their conversation privately with other students or faculty or staff. Or we facilitate those dialogues, or we might work with like the Ombudsman office on making that happen if that's something that makes them more comfortable. We do have the reporting page so there's a variety of reporting options for students. Anything that's harassment discrimination sexual misconduct that goes to the office of equal opportunity I just highlight that. Because while it's in rights and responsibilities and some folks assume it's handled in students and Community standards those areas are handled by our office of equal opportunity, who we are constantly in communication with and and navigating reports as they come in. Student conduct process so raising responsibilities, as I mentioned, is our document where student facing expectations live. If there's a possible violation of something that's within rights and responsibilities or behavioral expectations we might go through the student conduct process. This process there's often a lot of questions you know why does it exist, what does it do this process is meant to be educational. We try to have that underlined as much as process as much as possible throughout the process we have several interactions with students. As they're going through this and we really try to explain, you know, there may have been a poor choice and we're going to challenge that choice. But we will always support the students, now we have to support the broader community as well. And so, if someone has assaulted someone, support may be us having a more stringent response to that because we need to ensure that the Community remain safe right and so that's just one example. But we also need to support that student when students come and are going through a student conduct process, there is a very often a lot of other things that that student is going through. That has gotten to this point right there might be family dynamics that they're trying to navigate there might be interpersonal dynamics that they're they're new to campus and they. Their first time living with a roommate and they you know, are trying to understand how to to move through that process or communicate with them more effectively. It might be that they are trying to get an appointment with a BCC and they've not had a chance to and so so much what we do. In the student conduct process actually is yes, we need to resolve that concern in the possible violation we do a lot of referring to other campus resources. As they come come in and as students share a little bit about what their experience was outside of the initial concern of why we're talking to them. Steps in the process, and I will quickly go over this, because this is not a training on our full process. But essentially we receive information that might come from an email from a concern party that could be a Community standards report on our reported page might be academic integrity, it could be any of those things. It may be something that came into the office of equal opportunity but doesn't actually live there it's not associated so Sonia and I would often work together and that might come to our area, so I think I saw Sonia actually joined so welcome. The student would then receive email communication or outreach from us asking for a meeting. That initial meetings call to conduct conference it's really an opportunity for us to share information with the students and for the student to share information that they want to and also for us to guide them through what that process looks like provide them with their students rights, which are also in rights and responsibilities, but it is automatically emailed to them and we go through that with them a bit. And then also to talk through their options for resolution, so a lot of that first meeting is sharing of information and guiding them, you know, providing information as much as possible to help guide them through what they'd like how they'd like to move forward. From there, there are always three options available to students and this is something that's a little different for Brandeis. A lot of institutions for their conduct process and administrator in the conduct office would look at a report determine the kind of the severity or level of concern and that office or administrator would determine the resolution process so often the student can choose to acknowledge responsibility which we have as well. And then there's an administrative hearing or a student conduct board hearing a lot of other campuses if it's a heightened concern, something that could potentially result in suspension dismissal. They wouldn't automatically put that to a student conduct board we really try to empower our students as much as possible to choose the process, they want so that's something that's unique to Brandeis a bit. And that students have three options available anytime they're going through so they can acknowledge responsibility and close the case and not move forward with anything further. As far as steps if they want and that's called administrative agreement. If they do wish to go to a hearing they get to choose whether they want that to be an administrative hearing which is them with an individual hearing officer. Or to go to a student conduct board hearing, which is a panel of student faculty or staff who would similarly hear from the students here from any witnesses and information, review the report and then they would make a finding. So those are a broad overview of practice which I can dig into any particular piece if there's more questions but I'm not going to do too much more of that here. As I mentioned, we do talk about the student right so anytime a student receives formal communication from us for a student conduct process. The student list of student rights which isn't rights and responsibilities is attached to that email, and then we would answer questions about that in that initial meeting. I'm excited to have this conversation today and hear from all of you, because often our faculty and staff are the ones, supporting students when they're a little anxious about that process. And so you might hear some of their concerns that they don't want to share with Ben or myself so I'm hoping to help support you support our students. Things of note often people don't realize the academic integrity concerns do go through our students and Community standards process. So if you're hearing frustration from a student who had a faculty Member resolve an academic integrity concern without it going to student rights Community standards, you can also refer them to us for support and guidance and that. Our students do have student right so as I mentioned, and we want to make sure there are afforded those, and so we can help guide the Faculty. In those processes, as well as the students so academic integrity is resolved through the student view standards office, which is a bit different than some institutions. Campus partners and collaborative relationships we work again we're party have to we work incredibly close with a lot of different areas, buds office office of equal opportunity human resources. Academic services dean of students office let's go on and on and on and so. If there's aspects you think would be really helpful like a training for your individual department, because it hasn't popped on our radar that you're constantly guiding students are supporting students who are going through this process. Reach out to us, we do individual department presentations I work with faculty on classroom support, so you know just tomorrow, even, I have a meeting with a couple different faculty who are trying to navigate classroom management and some of the dynamics in their classroom which don't necessarily rise to wanting it resolved through the formal conduct process which is great, I would rather be proactive and guide faculty or staff in in supporting students and giving positive feedback or giving ways for them to navigate in a positive way before it becomes an issue that rises to the contact level. So yeah... That is my my quick little spiel and then I'd rather have conversation so but feel free to reach out at any point.
Julian Cancino: Well, there's a lot of material here, and I also want to acknowledge a couple of folks that I think should be I will haggling encouraged to participate, Lieutenant Riley's here, so thank you so much for joining us and Sonia director of the office of equal opportunity. So let me sort of kick us off with a question and then you know we'll open up for discussion. Alex we were sort of talking briefly about the differences between discrimination, harassment and bullying. And sort of... Can you help us figure out a way to support students who may be facing bullying right and how to what's the right next step.
Alexandra Rossett: Yeah so these situations absolutely have concerned, and I know that various reports on campus from Ahmed's office or different departments have shared concerns around bullying or harassment. So this is definitely on our radar each situation is unique and so each situations students are going to feel have varying comfort levels of coming forward and who they engage with for that conversation. I am not. A confidential resource, and I say that really transparently with students before they kind of dive into sharing what they've experienced too much I don't want to deter them from sharing I'm happy to have the conversation, but I always want to fully empower students. That if they aren't sure if they want to formally report something that's that I guide them to confidential resources on campus. And so that's something I encourage any of you who are supporting students in or maybe sharing with you to just simply pause at the beginning and say you know I just... It sounds like you want to share something with me and I'm happy to have that conversation. I do want to share that I'm not a confidential resource and then provide that to them, so that if they want to pause and consider their options before they share that's great. Because I can't see the full list of who's on but I'm guessing-- majority of us are not confidential resources and so being able to refer them to those that are -- on campus so on, but the office of spiritual life, BCC health Center, is GSC now confidential, no. Did I miss any?
Sonia Jurado: PARC
Alexandra Rossett: PARC, there we go, thanks Sonia. There was one more um. So, making sure you're referring them and fully empowering students what I will say is there is an interesting line between. Sonia's world of OEO, office of equal people opportunity and students Community standards -- so harassment bullying threats all fall under student rights Community standards and are in rights and responsibilities so absolutely not permitted. And would could be resolved through our student conduct process now if that's tied to a protected class or has has certain nuances to it that may fall into Sonia's area. Sonia did you want to share anything specific about that, for your area?
Sonia Jurado: Sure. And so, first of all, and I apologize that my cameras off I moved away from my desk that's like didn't necessarily expect I was going to speak but happy to say that um so I just want to say when bullying is based on sexual orientation, based on gender, based on gender expression any of those things. You know that, technically falls into the realm of the harassment and discrimination policy so. It would move out of Alex's office and into an OEO investigation. That being said, we work together very closely, so I don't want anyone to feel like gee I don't know who I should report to or where that should go. In for some reason you send something to Alex that really should be in our world, we will you know talk and get that to the right place and vice versa, so. But it's very important to remember that yeah the minute you're talking about a protected category of any time, then it moves into a different area to the world yeah.
Alexandra Rossett: And the other thing I will say, as we try to empower students, so as far as you know, this something automatically kicking into a process. I know for Sonia's realm she really tries to let the student guide where that goes and how it flows, so that students are not feeling like that power was taken away from them from their narrative and their experience. For our area, we will reach out to that student will have that conversation I have had situations where students were feeling harassed or a little bit bullied. And they were interested in a facilitated conversation or kind of a restorative conversation, as opposed to a formal process and so we've gone that realm. Whether it's through our area or us linking them up with on buds office who facilitated so really it depends on how heightened that situation now some situations. Absolutely not and we might work with the dean of students office on providing no contact orders or interim measures to ensure safety on campus.
Julian Cancino: I have a follow up about this conversation instead of TC now sort of the different offices and collaboration amongst different groups I'm actually curious about drawing a clear line between public safety Community standards and OEO, so how do those pieces come together.
Alexandra Rossett: Yes. Sonia and Betty you can chime in whenever, I don't want to speak for your areas. So, we all work very closely together what I will say is when a report comes in, as a Community standards report directly to student rights and Community standards. That is not seen like you don't submit that report and suddenly all of these different departments have access are reading that right, I think. Students feeling comfortable that minimal eyes are on their information, and their experience, and what they're submitting is really important. What I will say is if it's relevant information, right. So, if I get a report and there's a possible weapon on campus I'm calling public safety right, because that is a Community safety concern and so information is shared when it's relevant or necessary, but not always with discretion. Similar with OEO as soon as you just said, you know if I get a report in, and it has a you know discussion of harassment or bullying. And they're talking about their gender, expression and that is the basis for their belief of of that bullying and where it's coming from. That information will be shared with Sonia I may reach out to the student to say. You know this seems to be something that might fall under Office of Equal Opportunity, I'm going to connect you with Sonia Jurado -- and kind of introduce them so that they're not blindsided of where outreach from OEO is coming from. So yeah it's not automatic information similarly with public safety, you know reports are shared with student rights of Community standards as necessary or appropriate, but it's not any and everything. Yeah... any... Sonia is there any nuances I didn't that speak to what you were asking. Okay.
Sonia Jurado: I would just... I would just add that often behavior that is a violation of university policy may also be criminal conduct and that those are both options that a student can can pursue they don't have to choose one or over the other, and so in those situations we would coordinate with public safety, if someone is choosing a criminal process. And a university process, I just want people to know that we will coordinate, so that both of those can happen and we're not stepping on anybody's toes while doing that.
Bette Reilly: And I just want to piggyback on Sonia, when they come to us, those are the options. That we also talked about that there is a criminal option through the court systems, as well as Community standards conduct processes.
Alexandra Rossett: I think the other piece to this, you know, we have a wide variety of people on campus right; and if it's faculty staff facing, I do want to highlight the office of equal opportunity handles concerns for faculty staff and students. And human resources, faculty staff, SRCS students right community standards, really is student facing so I want to clarify that piece as well. Now, if I get a report, sometimes students reach out with concerns about a faculty member or a staff member, and so I will communicate with human resources or office of equal opportunity the relevant person or department. So again if students aren't sure where to go, they can always send it through the report at page two students can be standards, it will still get to the appropriate areas and when in doubt. If they're they're panicked about who to go to, they can always just submit a Community standards report, it will get to the place where honestly, if you have a concern student in your office you just pick up the phone and call me. And we can talk through where you think that might be the other thing I will say is you know when students are going through this and they're finding their way to your office not physically now maybe so electronically or onto your calendar and coven times but. Referring to resources, I honestly would say like 30% of what we do is that support side of things there's often so much more that's going on, so. It may be that they aren't sure they don't want to share but we're referring them to the park or we're referring them to here's information for public safety, if you decide, you want to report something, but they can choose when they want to do that. So if they're not sure, and they want to kind of talk generally, we can also just talk through what their options are for resources, so they can process that some folks might want to go again to Ahmed's office to to hear their options and learn more about it before they move forward.
Julian Cancino: I think, someone said something in the chat. Yes, (inaudible) asking, can you define a bit more of a confidential versus a non confidential resource for students.
Alexandra Rossett: I sure can, unless Sonia wants to feel that because she talks about it constantly and it's a little more her around. But essentially confidential resources are individuals who would not be required or mandated to report concerns around you know audio topics so. Harassment discrimination sexual misconduct so unless there is a health safety concern for the individual or or others. And in that case there is very particular reporting expectations for those areas, you know what the counseling Center is not required so if a student goes to see a counselor and shares, you know. I experienced trauma or I was assaulted in in here's what happened, they are not required to share that information with office of equal opportunity right. Whereas if a student shares with me that they had an experience like that I am required tonight majority of us. On this, and I can't see everyone's name again but majority of us would be required to share that information with the appropriate department which typically is often offset equal opportunity. And so that is kind of the the key difference those confidential resources have very clear professional guidance on when they would break confidentiality.
Sonia Jurado: Yeah I will just actually take it one step further, which is that those offices cannot by law disclose something without permission and so it's part of their job. That without consent of the people involved, they cannot disclose except under very limited circumstances and so they clearly don't have a reporting obligation, because it would be a violation of their professional standards. So it's very few people who are in that realm and students want to talk to somebody confidential, we always encourage that and, clearly, you know that's that's their option and there's not that's not a wrong choice. But what I say is everybody else within the university should be thought of as a private resource meaning, you can come talk to us we're going to exercise a ton of discretion. But it's not the same thing as confidentiality, like in a court of law with a subpoena they would not be obligated to disclose those things so it's a much higher standard.
Alexandra Rossett: Also, just I mean I don't know. I don't know everyone on this or your level of. How often you're having some of these complex conversations supporting students. So just to give you some language in your toolbox um you know when I'm talking with students and, and again I think people often hesitate to pause a student when they start to share something because they're nervous that the students going to feel shut down. When, in reality, you pausing them and sharing that you're private but not confidential and what that means really just empowers them to make. A choice, the last thing you want to do is play a gotcha game where you're an open book they share everything and then you go. And now I have to be sharing all of that information with offset equal opportunity right that is going to feel some sort of way for a student so just being able to say. Again, you know pause and just say you know it sounds like you want to share something with me -- I'm happy to let the listening ear and guide you through options and get you connected with resources. What I will say is I'm a private resource not confidential. So if you share something about X, Y and Z. I may need to share that with the office of equal opportunity or another department. What I will say is the office of equal opportunity is also very private and because they handle matters such as that -- that's not information that is going all over the place, and you have a choice whether you want to engage with them or not. You'll receive communication or outreach from the office of equal opportunity, but you are not required to engage with them right so again so student knows. Okay, I can share it, but I still not tied into I have to talk to them. Any other things that have popped up for you when you're supporting students that have been complex frustrating questions about policy.
Julian Cancino: I'll go ahead and ask another question. In your presentation, you mentioned some of the things not make Brandeis difference in terms of the way that your department handles this student learning experiences. Can you dive in a little bit deeper -- and particularly if you have parents in mind or prospective students sort of what would make Brandeis a different experience for them.
Alexandra Rossett: Yeah I think one of the things that I hear from students, a great deal, and not all students, not everyone leaves their experience with students can be standards feeling warm and fuzzy I understand that. But a lot of students leave being like Okay, I get it, and this was not what I expected and thank you um so that to me, I think, speaks volumes. We are an educational institution, the process is meant to be educational. We are working with students have a variety, they just because again graduate students fall under rights and responsibilities as well. But, especially for our 18 to kind of 2324 year old students, it is not a surprise that a student might make a poor choice. Right like age range developmentally there might be some poor choices that get made that don't fully align. With our behavioral expectations we want to have a conversation right it's about that growth moment for the student of was it unclear why we had. That behavioral expectation do they understand how to align moving forward what are their personal values or reasons they came to Brandeis does that behavior align with those personal values or Brandeis values, bringing it back to that is something that you don't always see on other campuses and I think for Brandeis it's really important people come to Brandeis because they're passionate about a lot of what Brandeis stands for and so we're trying to infuse that into the process as much as possible, and you don't always see that on other campuses. I think, also not just having it be if this then that right, this cookie cutter you're just going through a machine and so that's what it is right. It is about the individual it's about their experience it's about the information it's about not assuming that the student is responsible for made about a poor choice. And so I think again that's not not everywhere functions that way and students can often just feel like they were they were put through machine and spit out. And I will say we have a good number of students who stay in touch to just ask questions moving forward if they're not sure who stay engaged with us, or the dean of students office as support or who we check in with regularly to see how the rest of the term is going, and I think that speaks a lot about to Brandeis functions outside of SRCS too -- student rights community standards. We are very individualized for students, we can't always function that way personnel number wise with two of us. But we try to and it's about the individual and it's about the learning, so I think that is definitely something. That we focus on I will also say you know this year, even more so every every year we review rights and responsibilities, but a lot of institutions, a lot of schools. Community Members really aren't part of that conversation it's like a this happened, we're going to edit this, upper administration approves it, maybe Board of Trustees -- blah blah and it it goes through, for the next year. And this year we're trying to get the Community to engage a little bit more give us feedback as much as possible. We're in the review edit process now. So if there's feedback, feel free to reach out to me I'm happy to have a conversation or utilize that in conversations that are going on. If people want focus groups conversations with student orgs or clubs that they support that this has come up regularly, we want to have those conversations will probably be putting this out. All of the recommended edits once they're drafted to the Community for a comment period as well, so that we can get feedback on that. And then move forward with getting it formally approved for the next academic year so we're trying to shift it a little bit to feel more inclusive of the broader community, and not just kind of siloed off, as I think it's the perception has been before.
Erin Norton: I have a quick question um I just joined the academic services team, less than a year ago. And I found that a number of students come to me sort of assuming that I know about an academic integrity case that they're experiencing... And I'm just wondering if you have any advice or guidance on how to respond to a student who's looking for advice on what decision to make or without without my getting too involved so that I can be supportive to them moving forward yeah.
Alexandra Rossett: Welcome, I know we've emailed for a couple different reasons. So what I would say, is for academic integrity again, you know Brandeis we try to create such a web of support for students, that when something's going on in their world, they do make an assumption that all of these different people know about it. But at the same time, want it to be very minimal as far as their information is shared. Student Rights Community Standards does not share information out much, unless it is like an educational need to know when the student is usually aware of when that's being shared. So if the student wants you to be aware of all the information they're welcome to be in touch with us and include you and say you know I'm giving permission for you to share she's supporting me. iIm hoping we can have a conversation, because you might be their support person on campus and they just think they're anxious right, and so we can navigate that. So if that's the case feel free to reach out and we can talk through that. And the other thing I would say is just transparently letting them know you know soon rights can you standards really does keep that information as private as possible, so I'm not sure of the information. That you're speaking um do you want to share that with me because, obviously, you might be able to guide them. We don't we really try to steer clear of guiding students on which resolution option, they will take, and I know that's really tough for students, because sometimes they just want to be told like what's the best choice. But that's also part of the learning and the education is them navigating that process and choosing what's best for them, we try to explain the ins and outs of each option to them. But you know they might be anxious in that conversation and have missed a piece. So it's also... Okay, you know, sometimes people will have had a conversation with a student they'll email me and CC the student and say hey the student, you know I met with them. Would you be able to talk them through their options again totally fine we do that constantly because sometimes they're just you know there's other emotions there's other things running through their head in that conversation I would much rather them feel fully informed, to make their decision than them anxious about that and not and just making a choice. So, yes I would steer clear guiding them, but if there's particulars for a student and it's going to impact them in a certain way. And they want you looped in you know we can also have a side conversation I will also say, for all of you as individuals who might be supporting students one of their rights on campus is for them to have an advisor. It's what it's called in our process. That needs to be a Brandeis Community Standard, so it can't be you know, a parent or you know, an attorney things like that, but it can be a Brandeis Community Member -- now that person is a silent partner, they can't speak for the student they're really there as a support a silent support for the student in the meeting. But that can make a huge difference to a student who's anxious about that process or needing that support so that's something that a student might ask you. If you're comfortable serving in that role, we also have what are called student conduct board members which technically our faculty staff students, but our student members also often serve as advisors and resources. So if you go on the student rights community standards website and you look at student conduct board it has photos and kind of little bios about conduct board members, sometimes students are more comfortable with a particular person for some reason. Or they want to make sure that they you know, maybe they know someone iconic board and they don't want them to know they're going through something so they can reach out to us. We privately kind of connect them with conduct board members to serve as advisor or just to verbally talk through options, because those board members are trained in our process, so if they're looking to just talk through things a little bit more those board members are absolutely an option. And are utilized that way, or we have a contact board email, and so on the website, you can just click the contact or to email and the student can email, and someone will get back to them.
Erin Norton: Thank you.
Julian Cancino: I see that we have many colleagues from that the offices of the work with international students or Uber Christians were abroad. Can you talk to us a little bit more about sort of the standards applied in other upside of abundance campus what's the scope.
Alexandra Rossett: Yeah so. Our students are held to our standards, whether they're living on or off campus one so Grad students do not reside on campus our students in the Community. Our students are held to those standards regardless of where they're located right, so if a student is abroad and there's a violation, they still go through our process and we try to be as mindful of time zones as possible what I will say is you know we work closely with ISO especially. When there's a possible sanction that could impact a visa status and things like that, so if someone if there's a concern. That might result in suspension right or an upper level concern and more egregious concern. We are communicating with ISO to have a clear picture of what impact that might have on the student we can't change our sanctioning based on that that would be inappropriate or our process. But it's so that they can get linked up with support as early as possible to plan, depending on the possible outcomes, so we do try to proactively have that conversation with the student, as well as is so so they know we we may need to kick into gear to support this student. As far as other aspects for international or Grad trying to think there's particular things. I don't know that's what POPs into my head right now.
Dvora Pemstein: I have a quick question um and I apologize if you said this and I miss it so very convoluted so.
Alexandra Rossett: All right, bring it on Dvora.
Dvora Pemstein: Okay, if a student is studying abroad. Are they bound to our conduct of rights and responsibilities and conduct processes, etc. and or the university or program that they're studying at? And how my some conduct related issue that happens during study abroad affect a student when they return? If they've gone through if if they've gone through a process with a different university that was sponsoring the program does that make sense?
Alexandra Rossett: I got your 25 part question [laughs]. Let's see, so..
Dvora Pemstein: What question.
Alexandra Rossett: Thanks Alicia. I will start to respond and then I will have Alicia pitch in. For the tail end ,I think so it's a both and situation. I will say you know someone's studying abroad in Europe, somewhere, you know, for us, you want to be 21 to consume alcohol if they're studying abroad. They are aligning with
Alisha Cardwell: that country's expectations in that way.
Alexandra Rossett: Right um what I will say is if a student... one student does need to align with that institution or that programs expectations -- I'm guessing they sign lots of people work to that effect. Alicia's nodding. Um, and so they may need to go through a process and accountability process there, whatever that may look like if it does also violate a policy here and we are made aware of that information I'm guessing Sometimes we are not always made aware, it probably is if it rises to that level of concern. You know if someone assaults someone in a different country. They may just be coming home right they're not in not the Brandeis has a bubble, and I don't like using that term. You know, but they are not in just the Brandeis world, so you might get arrested in another country and you may still go through a process with Brandeis. You know students sign off when they're applying to study abroad, they need to be in good conduct standing where they're when when they're traveling. And the reason for that is because you're representing Brandeis and we need to know that you're you're making consistent choices that align with our expectations which we might be able to infer that you're able to align with expectations when you're traveling because, again, the stakes could be higher for you as you're not in the country. So I will have Alicia chime in and then Dvora, let us know if we miss a piece of the question.
Alisha Cardwell: No, I think you covered it pretty well Alex. The only other thing I would jump in with is that in our agreements with the organization that we're sending students to -- or the institutions that we're sending them to... It says that if a student was to violate a policy on there, and that they would report that to Brandeis, and then of course we would report it through the the necessary reporting channels here and so we're very clear with students during the process, and you know when they're applying to go abroad that they're held both to the standards of where they're going but also they're still a part of the Brandeis community, they are still a Brandeis student, and they're also still held to the Brandeis standards as well.
Dvora Pemstein: This is actually really helpful, I appreciate it very much.
Alexandra Rossett: That also goes, and you know, not just the accountability side, and this is not necessarily a plug for my area, but if I put my dean of students office hat on or my care team hat... One of the many hats. I will say on a support side also if a student is studying abroad, and they are not sure how to get in touch with supports -- one they certainly can connect with, you know... A variety of people on campus but they often find their way to either care team, or dean of students office if Alicia or her team have not connected with them already and it's not on their radar and so. You know, we might connect them with someone in the BCC who can guide them to international resources. So I just put that out there, also from like a health wellness side, not just an accountability side, well, we you know our BCC counselors can't be active counselors for them when they're international or outside of the state, we do they do actively engage with students to help connect them to resources I'm seeing the dean of students office so just put that out on that the care and support side, not just the accountability side. I guess my question for people if you have feedback. Are there things within rights and responsibilities or the process that you've consistently heard frustrations about or things that you think should be reconsidered. That maybe for some reason, have not been brought to our attention, you know we are starting that edit and review process so it's important to get that feedback.
Julian Cancino: So I would just chime in and say that I think it's sort of how to better communicate or make policies and expectations more clear to students, as it relates specifically to bullying. I think that many students have questions about it and go to say the OMBUDS and with the impression, perhaps that there's no process for this. And so I think it's a communication challenge, rather than a policy challenge, right because the process is there and the policies there, but how to sort of communicate that with the students on the campus more generally more of a promotional side, yes.
Alexandra Rossett: My masters in counseling so I'm good with the quiet, I can just wait for the responses.
Laura Parrillo: Alex um oftentimes students will approach me or you know colleagues and sort of, say, I got this email, and you know and it's like I don't know who it's from I don't know what I'm supposed to do when of course I'm sure that all of that information. Is is that your-- you know primary mode of communication and obviously I'll say in a normal... in a normal time. You know, and you know what's the outreach to a student if -- if and when we know they are a concern to your office.
Alexandra Rossett: So email is our formal means of communication, so in our software, we email through that software, so there are sometimes because, when our software emails a student, they have to kind of click a button and enter their student ID. And so, sometimes we see students not opening it because they're like -- Is this a scam to get my information? So we do you know someone that's not getting in touch with us, I you know, often send an email from my Gmail. My Brandeis Gmail to say: hey you receive communication on such and such a date, please make sure you open it -- let's schedule something. Most students open it and are kind of aware of that, at this point, but we do see that occasionally. Or sometimes students will email the office and say I got this email, should I be clicking that and so great, proactive, glad they do that. So again, you know within writing responsibilities, it does tell students that email is the formal means of communication and they're expected to be checking and responding to their emails what I will say is you know. In a normal year some students fail to engage in that process with everything covered and the complexities that are going on this year students are navigating a lot. A lot and so we're trying to be mindful of that while staying within our process right, so we might do a couple outreach to students. Try to check in, try via Gmail, we might try calling them. But at some point we do have to move forward with the process if they're not engaging so if a student is getting that email. What we always ask folks is to just say you know what I don't know the details of that information, but if it's asking you to reach out, you can always just email and ask for more information, you can pick up the phone and call and they'll get back in touch with you. Again, you know that initial meeting that we're asking for really is information sharing and answering all of those questions that they may have about next steps so we're also... it's on our list of. Of edits to not formally for rights and responsibilities, but to look at that letter this summer to kind of see you know, is it digestible Is there something in it that's causing more confusion so that's on our list for summer tasks. It looks like you have a note five minutes left if there's one last question or comment. If not I'm glad you all attended I'm glad I got to answer some questions and share some information. Often questions for students can use standards are very specific and so that may be why questions we're not asked here, because you don't want to be sharing that level of information that's totally fine. E-mail, call, I'm physically on campus today, so you can call my extension or just email me and we'll find a time to connect then happy to.
Julian Cancino: Thank you so much really appreciate everyone, and especially you for making time and joining us today. Thank you so much, thank you.