SITE REPORT PRESENTATION

THE OFFICE OF CONDUCT & CONFLICT RESOLUTION

AT
LOYOLA UNIVERSITY- CHICAGO

Fernando Arce

September 21, 2017

 LUC Mission

• We are Chicago's Jesuit, Catholic University-a diverse community

seeking God in all things and working to expand knowledge in the
service of humanity through learning, justice and faith.

Divisional Mission

• The Division of Student Development supports the university’s mission

by offering programs and initiatives that aspire to provide leadership,
support and service to students as they experience the personal
transformations of a Jesuit education.

Office Mission
• The Office of Student Conduct and Conflict Resolution is dedicated to
cultivating a community of care by upholding the Community Standards
and providing conflict resolution services. We strive to strengthen
relationships in our community by encouraging students to take
ownership of their impact, engage in open dialogue to repair harm, and
demonstrate positive decision-making

LOYOLA U N IVER SITY C H ICAG O

LOYOLA U N IVER SITY C H ICAG O
 THERE IS NO PLACE LIKE OSCCR
(OFFICE OF STUDENT CONDUCT & CONFLICT RESOLUTION

3 full-time staff; 1 graduate assistant, 1

graduate intern (spring and fall 2017); 2
student workers; 15 volunteer student
leaders

• My supervisor is Jeff Gardner,

Assistant Director
• Our goal is to aid in the holistic
development of our students
based on the student promise.
LOYOLA U N IVER SITY C H ICAG O
 OFFICE OF STUDENT CONDUCT AND
CONFLICT RESOLUTION
• Director
• Jeff Gardner, Assistant Director
• Jenna Silver, Coordinator
• Brian Houze, Coordinator
• Maddie Creutz, Graduate Assistant
• Fernando Arce, Graduate Intern
• Student Community Board (SCB)
• Conflict Resolution Liaisons (CRLs), formerly
known as the Peer ambassadors

LOYOLA U N IVER SITY C H ICAG O

 EDUCATIONAL/PROFESSIONAL
JOURNEY
• University of Illinois at Urbana-Champaign
– B.A., Urban & Regional Planning
• Florida State University
– Master of Science, Higher Education

• Graduate Assistant at Florida State

• Semester at Sea
• Student Conduct Coordinator
– Virginia Tech
– Loyola University Chicago

LOYOLA U N IVER SITY C H ICAG O

 OSCCR
• I am not a fan of conflict
• Avoid confrontation
• Not great having “chats” or asking “the
tough questions”
• Interested in learning about conflict
resolution, mediation, and community
standards at Loyola

LOYOLA U N IVER SITY C H ICAG O

 LEARNING GOALS AND PROJECTS
• Using the ACPA/ NASPA Competency Areas for Student
Affairs Educators, I identified the top three skills that I want
to expand while working at OSCCR
– Leadership (LEAD)
– Social Justice and Inclusion
– Student Learning and Development

• Working on conflict resolution and mediation this semester.

• Assessment development and implementation

LOYOLA U N IVER SITY C H ICAG O

 STUDENT DEVELOPMENT

• Erikson’s Stages of Development,

specifically stage two and three: autonomy
versus shame and doubt and initiative
versus guilt. (Patton et al., 2016)
• ADDRESSING model (Hays, P., A., 1996)
• LID Model (Komives et al., 2006)

LOYOLA U N IVER SITY C H ICAG O

 HOPES/FEARS

• I hope that by the end of my full-year at

this site, I’ll walk away with resources to
help future students. I also want to be
comfortable in uncomfortable situations
(conflict, confrontations)
– Fears, I don’t accomplish the above.

LOYOLA U N IVER SITY C H ICAG O

 INTERESTING FACTS
• 23% of students were involved in two incidents
of alleged misconduct.
– Of all reported incidents, only 16% of students are
reported for three or more incidents of alleged
misconduct.
• (Assessment findings over a 5 year period).
• My position was created last semester thanks to
the influx of new students to the university.

LOYOLA U N IVER SITY C H ICAG O

QUESTIONS?
 REFERENCES
• Hays, P., A. (1996). Addressing the complexities of culture and gender
counseling. Journal of Counseling & Development, 74 (4), 332-338 doi
10.1002/j.1556- 6676.1996.tb01876.x
• Komives, S., Longerbeam, S., Owen, J., Mainella, F., Osteen, L. (2006). A
leadership identity development model: Applications from a Grounded theory.
Journal of College Student Development, 47 (4), 401-418
doi:/10.1353/csd.2006.0048
• Patton, L. D., Renn, K. A., Guido, F. M., & Q. (2016). Foundations for
understanding student development theory. (3rd ed. pp. 288-289)., Student
Development in College: Theory, Research, and Practice [Kindle].
Retrieved from Amazon.com