BOOKS FOR TEACHERS, ADMINISTRATORS, AND POLICYMAKERS IN HIGHER EDUCATION
Reframing Campus Conflict Edition 2
Student Conduct Practice Through the Lens of Inclusive Excellence
Preface by Karen D. Boyd, Eleanor Moody-Shepherd and James McFadden
Foreword by Tia Brown McNair
- Publisher
Stylus Publishing - Published
6th October 2020 - ISBN 9781642670493
- Language English
- Pages 430 pp.
- Size 6" x 9"
- Images 13 figures; 14 tables; 16 boxes
- Publisher
Stylus Publishing - Published
11th October 2020 - ISBN 9781642670516
- Language English
- Pages 430 pp.
- Size 6" x 9"
- Images 13 figures; 14 tables; 16 boxes
Library E-Books
We have signed up with three aggregators who resell networkable e-book editions of our titles to academic libraries. These aggregators offer a variety of plans to libraries, such as simultaneous access by multiple library patrons, and access to portions of titles at a fraction of list price under what is commonly referred to as a “patron-driven demand” model.
These editions, priced at par with simultaneous hardcover editions of our titles, are not available direct from Stylus, but only from the following aggregators:
- Ebook Library, a service of Ebooks Corporation Ltd. of Australia
- ebrary, based in Palo Alto, a subsidiary of ProQuest
- EBSCO / netLibrary, Alabama
as well as through the following wholesalers: The Yankee Book Peddler subsidiary of Baker & Taylor, Inc.
- Publisher
Stylus Publishing - Published
11th October 2020 - ISBN 9781642670509
- Language English
- Pages 430 pp.
- Size 6" x 9"
- Images 13 figures; 14 tables; 16 boxes
- Publisher
Stylus Publishing - Published
21st October 2020 - ISBN 9781642670486
- Language English
- Pages 430 pp.
- Size 6" x 9"
- Images 13 figures; 14 tables; 16 boxes
This fully revised and updated second edition builds upon the original vision of the first, which was to give voice to diverse and inclusive perspectives, identities, and practices and to enact the principle that student conduct and conflict response must be based upon foundations of social justice and restorative justice to disrupt and transform overly legalistic and escalated management applications in student conduct administration. The Spectrum Model (Schrage & Thompson, 2008) approach centers advocacy for inclusive conflict excellence by expanding traditional adjudication pathways to include dialogue, conflict coaching, mediation, restorative practices, and shuttle diplomacy for a more robust and inclusive expression of conflict and conduct practices.
In the
intervening decade, this co-edited work has become more relevant than ever as
colleges and universities continue to be the targets of litigation, activists,
lawmakers and public officials who have, for instance, changed the Title IX
rules for responding to sexual misconduct. Civility, hate crimes, activism,
immigration, nationalism, and free speech are all again on the forefront of challenges
impacting the current campus climate.
New chapters cover these and other issues including the unprecedented COVID-19
pandemic response and impact on equity and justice in higher education, and
amplified calls for racial justice and police reform. The book is further
enhanced by chapter case studies, summaries and questions for dialogue, to
encourage further reflection by the reader and bolster the usefulness of the
work as a textbook and campus training guide.
The second edition is a must-have resource for broad stakeholders invested in
inclusive conflict excellence and principled leadership in education in the
midst of a shifting and increasingly polarized landscape. This includes legal
counsel, higher education presidents, senior student affairs administrators and
faculty leadership as well as student conduct practitioners across conduct
boards, hearing and appeal officers, residential and organizational staff
engaged in student facing campus climate work. Reframing Campus Conflict
further offers transferable content that supports inclusive conflict excellence
inquiry and application in graduate programs, K-12, special education and human
resource management practices. This book is for all educators, administrators,
practitioners and leaders committed to engaging campus conflict work through
the inclusive lenses of social, restorative, transformative and procedural
justice.
“This book serves to equip educators to practically apply transformative justice in higher education. The authors challenge readers to critically self-reflect and critique both individual and institutional prejudice. As student conduct professionals we are accountable to the preservation of the landmark legacy of Dixon v. Alabama. We have a duty to speak authentically, promote equity, and lead with unshakable integrity. This book highlights a meaningful spectrum of pathways for healing hurt, repairing harm, and lasting community connectedness.”
Kateeka Harris - Association for Student Conduct Administration (ASCA) President-elect 2020
“This book reminds us that the goals of inclusive excellence are relevant now more than ever as we seek to innovate and reinforce the principles of dignity, honesty, civic virtue, democratic engagement, and scholarly discourse. Teaching and modeling peaceful and just resolution of conflict are foundational to graduating global and inclusive graduates across learning platforms and programs.
Tia Brown McNair, Vice President for Diversity, Equity, and Student Success - Association of American Colleges & Universities
By providing deep theoretical foundations, a broad framework and implementation model for higher education with transferable K–12 and human resource management applications, and a thorough review of specific pathways for conflict resolution, educational leaders will find this to be an invaluable resource for years to come.”
"...And just in time, Schrage and Giacomini have brought out a second edition! I wouldn’t have thought it possible, but it’s even better than the first one. Their case studies and questions engage challenges related to COVID-19, student activism, Title IX, and freedom of expression through lenses of restorative, transformative, and procedural justice for more inclusive options and outcomes. They have broadened and deepened their approach with co-authors from different backgrounds and institutions, with different insights and research. And they continue to use their unique collective voice to offer paths forward rather than a didactic list of shoulds. Nearly every student situation is represented in their edited volume, offering an applied route to resolution from the most formal to the most informal, from arrangements to foster deep listening to clear guidance so that everyone involved in a conduct case knows where they stand."
Sarah Willie-LeBreton, Provost and Dean of the Faculty; Professor of Sociology and Black Studies - Swarthmore College
"And just in time, Schrage and Giacomini have brought out a second edition! I wouldn’t have thought it possible, but it’s even better than the first one. Their case studies and questions engage challenges related to COVID-19, student activism, Title IX, and freedom of expression through lenses of restorative, transformative, and procedural justice for more inclusive options and outcomes. They have broadened and deepened their approach with co-authors from different backgrounds and institutions, with different insights and research. And they continue to use their unique collective voice to offer paths forward rather than a didactic list of shoulds. Nearly every student situation is represented in their edited volume, offering an applied route to resolution from the most formal to the most informal, from arrangements to foster deep listening to clear guidance so that everyone involved in a conduct case knows where they stand."
arah Willie-LeBreton, Provost and Dean of the Faculty / Professor of Sociology and Black Studies - Swarthmore College
Foreword—Tia Brown McNair
Preface—Karen D. Boyd, Eleanor Moody-Shepherd, and James McFadden
Acknowledgments
Introduction—Jennifer Meyer Schrage and Nancy Geist Giacomini
Part One: Responding to Conflict on
Campus: Foundations for Student Affairs Educators
1) Transforming the Climate and Culture of Campus Communities Through
Inclusive Conflict
Excellence—Nancy Geist Giacomini and Jennifer Meyer Schrage
2) Reconciling Legal Obligations with Education Goals: Revisiting
Foundations of Student Conflict Work—Simone Himbeault Taylor and Donica Thomas
Varner
3) Why Objectivity is Not Nearly Enough: The Critical Role of Social
Justice in Campus Conflict and Conduct Work—Ryan
C. Holmes, Keith E. Edwards, Tamara L. Greenfield King, and Michael M. DeBowes
4) Creating a Community of Inclusive Excellence Using a Spectrum Model
Approach to Campus Conflict—Jennifer
Meyer Schrage and Monita C. Thompson
Part Two: Pathways Within the
Spectrum Model
5) Reviving Dialogue—Jennifer Meyer
Schrage and E. Royster Harper
6) The Art of Coaching: Transferring Interpersonal and Group Conflict
Resolution Skills to a One-on-One Setting—Nancy
Geist Giacomini and Patricia M. Porter
7) Facilitated Dialogue: An Introduction and Overview for Campus Conflict
Management—Jay K. Wilgus and Ryan C.
Holmes
8) Models of Mediation Practice—William
Warters
9) Restorative Justice from Theory to Practice—Andrea Goldblum
10) Negotiating Peace on Campus through Shuttle Diplomacy—Jennifer Meyer Schrage and Veronica Hipolito
11) Off Script: Incorporating Principles of Inclusive Conflict Excellence Into Informal and Formal Adjudication Pathways—Nancy Geist Giacomini, David R. Karp, Derrick D. Dixon and Valerie
Glassman
Part Three: Sustainable Innovation
and Transformation
12) Cultural Responsiveness in Student Conduct and Conflict Resolution
Assessment—Erik Wessel and Amanda Karel
13) Building
Relational and Critical Thinking Skills: The Power of Peer-Led Restorative Justice Circles Among
First-Year College Students—Sheila M.
McMahon and David R. Karp
14) Culture, Conflict, and Student Learning: Intercultural Development for
Global and Inclusive Graduates—Julio J.
Cardona, Ramona Meraz Lewis, Nathan J. Hanke, D. Eric Archer, Mary Jo E. Desprez,
and Donna M. Talbot
15) Keeping it Real: Reflections on Inclusive Campus Leadership and Authentic Collaboration—Tamara L. Greenfield King, and Leah A.
Merrifield
Afterword—Nancy Geist Giacomini and Jennifer Meyer Schrage
Editors and Chapter Contributors
Index
Jennifer Meyer Schrage
Jennifer Meyer Schrage (she/her) is the interim associate vice president for student life at the University of Michigan and is an expert in higher education policy, leadership, and conflict management. She has devoted her career to promoting safe and just campus communities through leading, teaching, developing, and administering innovative institutional policies and practices through a lens of inclusive excellence. Schrage has worked for the University of Michigan since 2006, serving in a variety of senior leadership roles, including as the senior adviser to the vice president and as director for both the International Center and Office of Student Conflict Resolution. Schrage is credited with leading realignment and strategic change on a local and national level, having earned the Association for Student Conduct Administration (ASCA) Award for Excellence for significant contributions to the field for her collaborative work with Monita C. Thompson in developing the nationally recognized spectrum model for campus conduct and conflict management. Interviewed by the Chronicle of Higher Education for innovative practices and restorative justice, she has also been invited to speak about her experience and expertise across the country, including invitations from the Association for American Law Schools, Northwestern University, and the ASCA National Conference and Academy. In addition to coediting the first edition of Reframing Campus Conflict (Stylus, 2009), her work is published in About Campus, the Council on Law in Higher Education Student Affairs Law & Policy Quarterly, and ASCA’s Law & Policy Report. Schrage previously taught at the Sandra Day O’Connor College of Law at Arizona State University’s Lodestar Dispute Resolution Center and served as director of Student Judicial Services at Eastern Michigan University. Schrage came to higher education from the practice of law. She earned her law degree at the University of Arizona.
Nancy Geist Giacomini
Nancy Geist Giacomini (she/her) is a groundbreaking educator, mediator, and systems consultant whose teaching, publications and advocacy have transformed student conduct and conflict management practice for over three decades. She provides online adjunct graduate instruction, subject matter expertise and doctoral candidate mentoring for institutions including St. Bonaventure University (NY) and Sullivan University (KY) and is a veteran mediator of special education disputes with the Pennsylvania Office for Dispute Resolution. She earned her doctorate in educational leadership from the University of Delaware while a conflict resolution program associate in the Institute for Public Administration, where she served as a statewide mediator, and graduate practicum instructor for student affairs practice in higher education. Her career includes over a decade as assistant dean of students at the University of Delaware where she managed the Student Conduct office; piloted the Student Government Mediation program; chaired the Appeals Board, Council for Judicial Affairs, and Sexual Assault Awareness Weeks; and was awarded the Institutional Award for Women’s Equity. Giacomini champions integrated conflict and conduct management initiatives in education. She balances an active conflict management and teaching practice with educational consulting, conflict coaching, and interim student affairs roles in higher education, including an appointment as interim student conduct and Title IX respondent case manager and grievance advisor for Swarthmore College (PA). She is a credentialed expert across conflict coaching; group facilitation; mediation; restorative practices; victim-offender conference facilitation; due process; Title IX; and ombudsperson roles. Giacomini is an award-winning leader in the Association for Student Conduct Administration (ASCA) with Board of Director roles culminating in a three-year turn as president. She pioneered the integration of conflict resolution, mediation, restorative justice, and inclusive excellence principles and practices into traditional student conduct professional development programs offered by the association in roles as conference chair, training institute program chair, and faculty. Nancy founded the Community of Practice for Women in Student Conduct, served on the ASCA Foundation Board, was appointed to the Diversity Task Force, and lent expertise at the inaugural Conflict Resolution Strategic Planning Summit. Additional memberships include the International Ombudsman Association, Association for Conflict Resolution, Pennsylvania Council of Mediators, ACPA College Student Educators International, and the Pennsylvania ODR Stakeholder’s Council; she is also on the editorial board of the Journal of Conflict Management (JOCM).