SUGGESTIONS FOR ADVISERS/SUPPORT PEOPLE IN ACADEMIC HONESTY HEARINGS
During preparation for a hearing, students may approach their academic adviser, another professor, a member of the Student Affairs staff, or a Residence Life Coordinator (RLC) to assist them in preparing their case. Advisers may use these guidelines at whatever point they become involved in assisting a student. Remember that you are not being asked to serve as legal counsel, but simply to assist a student through a procedure that they may find stressful.
BEFORE THE HEARING:
1. Review the letter that the student received from the Subcommittee on Academic Honesty. This is a subcommittee of the Committee on Academic Standing. This letter outlines why the student is being called to a hearing, including the nature of the case and any evidence. It also includes the date and time of the hearing.
2. Review the section on Academic Honesty in the Student Handbook. Discuss with the student the significance and implications of the evidence the sub-committee has gathered.
3. If the student wishes to submit a written statement to the sub-committee in lieu of appearing before the sub-committee or in addition to appearing before the sub-committee, you may assist the student in preparing a written statement. The statement should be in the student's own words. You may make suggestions that help clarify the statement. You may also assist the student in editing out inflammatory language and/or subjective statements which are not supported by evidence. Help the student to be thorough and forthright.
4. Although the student does have the option of not appearing before the sub-committee (if the student submits a written statement), you should discuss with the student any disadvantages of not appearing at the hearing. By and large, it is the Committee on Academic Standing's view that it is to a student's advantage to appear at the hearing.
5. Help the student prepare for the hearing. Although it is not your role to determine the guilt or innocence of the student in the case, encourage the student to be forthright in the hearing. Use your best judgment in advising the student, taking into consideration the evidence in the case and the student's response to that evidence. Assist the student in preparing for the hearing by having the student explain to you in detail his/her/hir explanation for the evidence. Help the student to anticipate questions which may be asked during the hearing about their explanation for the evidence.
6. Arrange to meet the student just prior to the hearing so that you can appear at the hearing together.
7. If you know the student well, or if the student asks you to, it may be tempting to contact the Subcommittee yourself. In most cases this is not appropriate. Quesions about procedure can be directed to the Chair of the Subcommittee, but know that it is not appropriate to send comments about the student to the Honesty Subcommittee either before or after the hearing. The Subcommittee's job is to assess evidence of behavior so comments about the student's general character are not relevant to the Subcommittee's deliberations. It is up to the student to tell the Subcommittee about potentially-mitigating circumstances surrounding his/her/hir behavior.
DURING THE HEARING:
1. Remember that you may not speak for the student during the hearing. However, you may consult with and advise the student as he/she/zi answers questions from the sub-committee.
2. If, for any reason, you feel the student would benefit from taking a break, suggest quietly to the student that he/she/zi request one. At that point, you may step into another room to calm the student, to help him/her/hir clarify a question, raise a new issue or prepare a cogent response.
3. Please remember that you are not an advocate for the student, but an adviser. Under no circumstances are you permitted to ask questions of the sub-committee or to intervene in the process.
4. At the end of the hearing, if you find that the student is very upset by the experience, then try to help the student to put the hearing in perspective.
WHEN NOT TO BE AN ADVISER:
1. You should consider declining a student's request to be his/her/hir adviser if you feel so strongly about the issues involved in the hearing that you do not feel you can effectively assist the student who seeks your support. Otherwise, remember that you can be an effective adviser even if you sense (or know) that the student is guilty of the charge.
2. You may decline if you experience a conflict of interest.