Law, Policy, and Governance (LPG)
Upon finding the 2nd floor kitchen damaged, I was able to sanction the entire community to encourage responsible action and responsibility for each resident to help hold the individual(s) accountable. At this private school, the extent to which I could respond to these incidents was solely at my own discretion. (And a few days later some students came forward to claim responsibility and receive help).
In my final semester at IU, I am enrolled in 'The College Student and the Law,' a 2-credit hour course designed to provide an introduction and foundational support for law policies that affect colleges and universities. The readings and discussions thus far have enabled me to confidently report my satisfaction in fulfilling many of the foundational competency areas under LPG, including explaining the differences in governance between public and private institutions; identifying the importance of state and federal laws and how they apply to students, faculty, staff, and institutions; recognizing stakeholders and policymakers; and understanding (and healthily challenging) the student conduct process.
At Guilford College, I received training as a judicial hearing officer and conducted hearings regularly in my office with individuals and groups of students. I balanced representing the school and considering students' interests and learning opportunities when appropriate. In the private school setting, discretion was a major part of the role I played in conducting health and safety checks, judicial sanctioning, and mental health reporting.
Despite these experiences, a number of foundational, intermediate, and expert-level competencies are left unmet. I can easily identify and follow the rules and expectations as outlined by school policy, federal law, or departmental mission. However, when it comes to identifying legal trends in higher education, promoting policy changes, or participating in or influencing policy-making, I am not yet ready to confidently participate.