Law, Policy, and Governance
"Includes knowledge, skills, and dispositions used in the management of institutional human capital, financial, and physical resources" (ACPA & NASPA, 2015, p.13).
Level: Proficient
In an increasingly litigious society, it is imperative to have some understanding of law. Working in higher education makes this need even more important. As representatives of institutions of higher education, student affairs professionals should have a solid foundation in local, state and federal law that affects this field. My participation in the HIED 7210: Law and Higher Education course has helped me develop a competency in this area. In particular, I developed the ability to “explain legal theories related to tort liability, negligence, the exercise and limits of free speech, discrimination, and contract law and how these theories affect professional practice” (ACPA & NASPA, 2015, p. 23).
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Throughout the semester, I engaged with a magnitude of reading that spanned topics ranging from affirmative action to university liability to free speech rights on campuses. In every class, the professor focused on providing some context to the legal jargon we had read as well as facilitating lively discussions amongst the group based on the cases. We had opportunities to analyze law and infer case decisions based on our knowledge of similar cases and relevant law. Additionally, one of our major assignments was to choose a subject related to law in higher education and develop a research paper and class presentation. I researched the legality of amateurism in National Collegiate Athletic Association sports. One major outcome of this assignment was the ability to “describe evolving laws, policies, and judicial rulings that influence the student-institutional relationship and how they affect professional practice” (ACPA & NASPA, 2015, p. 22). I studied how one particular legal issue affected a specific student population (NCAA student-athletes) in detail and researched how NCAA regulations and trade law affects how student-athletes receive compensation.
In terms of developing a competency with policy implementation, I have worked with the Bowling Green State University (BGSU) events committee for the past two years. In this capacity, I have attended meetings with different campus partners to ensure student organization events align with BGSU policies and procedures. Additionally, I conduct one-on-one meetings with the student event planners to discuss the logistics, risks and policies that are relevant to their event. In these capacities, I implemented “policies developed by one’s department and institution, as well as the local, state/provincial, and national levels of government” (ACPA & NASPA, 2015, p. 23).
To succeed in these tasks, I have had to familiarize myself with the BGSU policies regarding student organization operations, food/catering, risk management/liability, space reservations, cash handling and the student code of conduct. In the past two years, there have been many instances where students plan events that have elements not explicitly addressed by policy. For example, one organization wanted to have an event that involved bringing a cow to campus. I navigated that situation by speaking with my supervisor and various campus partners to interpret the current policies in place. Additionally, I work a lot with students to “explain concepts of risk management… and enact liability reduction strategies” (ACPA & NASPA, 2015, p. 22). In many instances, this involves explaining when and how to use BGSU’s liability waivers. However, in some occurances, I will get in contact with staff members in the Risk Management department or the University Police Department to mitigate higher risks including crowd management or cash handling.
ACPA: College Student Educators International & NASPA − Student Affairs Administrators in Higher Education (2015). Professional competency areas for student affairs educators. Washington, DC: Authors. ​​