Professional Documents
Culture Documents
INTRODUCTION
Discipline refers to training and experience that corrects, molds, and strengthens
individuals' mental faculties and moral character. It also refers to punishment which intends to
correct and which is enforced by those in authority or may be self-imposed. Discipline refers to
the control gained by enforcing obedience, and it refers to the systematic orderly behavior
defined by codes or rules set forth by institutions for their members. Discipline also refers to
self-control, to the development of skills that help individuals resist temptation, act positively,
and function both independently and cooperatively in ways which enhance personal development
and community life. All of these definitions have been central to educators' efforts to find the
most effective and useful way to support child development and learning. (http://www.unca.edu)
face the challenge of designing codes of conduct. Doing so requires attention to multiple and
sometimes seemingly conflicting issues: school organizational needs, the goals of education, and
the nebulous area of personal rights both for those in charge and for those being controlled.
Educators have to identify features conducive for learning and then set forth rules and
consequences for misconduct which would allow problem children to be handled constructively
while the behaving majority of students continues to learn without disruption. In short, educators
have to define ways to support classroom productivity, encourage student academic progress, and
bring misbehaving individuals back to positive conduct so they could resume learning. In this
task, educators, administrators, and staff became increasingly conscious of legal issues connected
to students' rights, juvenile legal status, and the handling of student crime.
Richard Curwin, a professor of Education at San Francisco State University, devised criteria
for making policies more effective. His suggestions were: 1. To use positive rather than negative
statements; 2. To be definite about proper and prohibited behavior; 3. To be brief; 4. To spell out
consequences.
legitimate authority, and of common observance and benefit. It is a rule of conduct. Policy tells
us what shall be done and what shall not be done. As a rule of human conduct, policy takes
duty to obey and involving a sanction which forces obedience. It is promulgated by legitimate
authority. All policies are enacted by a competent body. In the Cagayan State University, Student
Policies are approved by the board of Regents. Violations are resolved and penalized by the
Student Tribunal. Evidently, policy is intended by man to serve man. It is of common observance
and benefit. Policy regulates the relationship of men to maintain harmony in society and to make
Policy must therefore, be observed by all for the benefit of all. If we go against the law,
It has been said that in almost everything, there are two sides. Think yin and yang, day
and night, good and bad, head and tail, positive and negative, truth and lies, life and death. The
If one really gets down to the basics, humankind can only be classified into two: the
sticklers who have law- abiding behavior ingrained and inculcated in their very souls, and the
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delinquents who have their perennial law breaking habits down pat. In Platos theory on the
ideal society, there would be no trouble at all in implementing the law. Compliance would be
inherent in the natural order of things and delinquency would definitely be unheard of. But was
there ever a time when ideals turned into reality? A perfect society with everyone and everything
in its proper place is just about as farfetched the concept from the real Philippine scenario as the
Theory of Relativity from Grimms Fairytales. If we take time to contemplate our actions as well
as those of our fellowmen, we would realize the absurdity of this notion. For some reasons, with
the advent of the 21st century, our communes seem to have become more permissive, and along
with this new newfangled permissiveness evolved more scoundrels, blackguards, rakes, rogues-
Dura lex sed lex. The law is harsh but it is still the law. There are instances when the law
may seem harsh but this does not mean that we are precluded from complying with it.
Policies may also be viewed as a means of social control: the control of social behavior
that affects others. In modern pluralistic societies, there are many organs of social control. For
organizations, social clubs, and of course, schools. Such organizations, through rules and
regulations, control some of the behavior of their members. But these organizations act only for
their groups. Their rules govern only a limited number of people. Furthermore, people associated
with an organization can ordinarily terminate their relationship and thereby free themselves from
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Sanctions or techniques of control are varied and complex. The state exercises control of
educational systems to a certain degree as provided by first paragraph, Section 4, Art. 14 of the
1987 Constitution:
The state recognizes the complementary roles of public and private institutions in the
educational system and shall exercise reasonable supervision and regulation of all educational
institutions.
Cagayan State University, like any other organization, also impose social control to their
students through the implementation of the Policies on Student Discipline based on the
University Student Manual. Expulsion is the most powerful technique in securing compliance of
its rules and regulations from its members. Aside from expulsion, there are many other sanctions
ID or library card, imposition of civil liability for certain kind of conduct, dissolution of minor
organization and denial of withholding some rights and privileges for a certain period of time.
However, the existence of these do not absolutely ensure discipline. It entirely depends on how
It is therefore in this context that the researchers pursued a study on the Awareness and
Conceptual Framework
Human life is group life. It is people living together, sharing a common culture that
regulates their collective existence and provides methods for the satisfaction of their needs and
their adaptation to their environment. Normative systems prescribe the behavior required of
members to maintain order and stability. Norms are rules and regulations, formal or informal
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which specify the modes of behavior and the acceptable means to achieve desired ends and the
actions permitted or prohibited to certain members of a group (Hunt et. al. 2002).
Since members of a social group, which in this study refers to the group of students, are
bound together by their adherence to a common norm which is codified in a document like the
student manual. Hence, some degree of conformity to these group norms is necessary. However,
the erosion of confidence in these norms may lead to anomie- lawlessness and social
instability- and tends to destroy the group. Thus, it should be safeguarded by formal or informal
means of control, censure, and punishment of those members to follow the acceptable patterns of
behavior. Social order can be maintained only if social life is organized, instituted, defined and
Many theories about discipline shift attention from external punishment and reward
systems to internalization of socialization skills and moral sense. For example in Schools without
Failure, William Glasser explains the short-term value of external punishment and the limitations
of trying to control others through fear tactics. Theorists like Abraham Maslow, in Motivation
and Personality, and W. Edwards Deming, in Out of the Crisis, suggest a return to humane
education principles and affirmation of human goodness. Many thinkers want educational
institutions to finds their path into a new way of being which creates the learning moment, which
sees misbehavior as an opportunity and instills faith in human nature as it pursues learning and
Rewards, urges people to remember that so long as they are manipulated by outward threats of
punishment or hopes of reward, they may be neglecting intrinsic values which in the end are the
ones that satisfy, induce self-control, and energize toward self-improvement. These affirmations
have to be balanced with the seriousness of turn-of-the-millennium juvenile crimes and the
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awesome responsibility of educators to keep children safe while they engage in learning.
(http://law.enotes.com/everyday-law-encyclopedia/899)
Following this frame of thought, a study on the Awareness and Compliance of Students
As illustrated in the conceptual paradigm, the independent variables in the study include
the profile of the respondents such as age, sex, course, year, civil status, and religion, and the
status of the Policies on Student Discipline along student attire, student conduct. The dependent
variables, on the other hand, are the respondents Level of Awareness and their Level of
Compliance to Policies on Student Discipline. The profile of the respondents was assumed to
affect their level of awareness as well as their level of compliance. Moreover, their level of
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Conceptual Paradigm
Profile of Respondents
Level of Awareness to the
- age
Policies on Student
- sex
Discipline along:
- course
- year
- Student Attire
- civil status
- Student Conduct
- religion
- Student Attire
- Student Conduct Level of Compliance
- Student Attire
- Student Conduct
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Statement of the Problem
Generally, this research endeavored to assess the level of awareness and compliance of
1.1 age
1.2 sex
1.3 course
1.4 year
1.6 religion
2. What is the status of the existing policies and regulations on student discipline in the
3. What is the level of awareness and compliance of respondents on the existing policies and
4. Is there a significant relationship between the profile of the respondents to their level of
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5. Is there a significant relationship between the level of awareness and their level of compliance
6. What are the problems encountered by the respondents in complying with the Policies on
Research Hypotheses
1. There is no significant relationship between profile of the respondents and their level of
2. There is no significant relationship between the respondents level of awareness and their
3. There is no significant relationship between the respondents level of awareness and their
This study will greatly benefit the whole institution of Cagayan State University-Carig
To the administrators, this research will be a guide to them for the proper implementation
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implementors will be able to determine the level of awareness of students pertaining to these
policies and regulations and will benefit them for the dissemination of this academic information
to interested parties.
To the implementors, this study will hopefully contribute for a more effective compliance
to the University policies and regulations and will widen their knowledge regarding these, which
To the researchers, this study will serve as a tool to broaden the scope of their knowledge
with regards to the rudiments of policies and regulations in general and the policies of the school
in particular.
This study will also serve as a basis for further study to future researchers.
This research was limited only to the undergraduates of CSU-Carig. Students belonging
to the graduate school and undergraduates belonging to other campuses were not included.
The respondents of the study were undergraduates enrolled in CSU-Carig. Out of the
4215 students coming from the College of Arts and Sciences (CAS), College of Information and
(CVM), College of Engineering (CoE), and College of Technology (CoT) as per manifested by
the records of the Registrar, 365 were taken as respondents. One hundred forty-five (145) came
from CAS, 62 from CIT, 12 from CPA, 11 from CVM, 67 from CoE and 68 from CoT.
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This study was conducted to determine the profile of the respondents and to assess their
awareness and compliance to policies and regulations regarding student discipline. Moreover,
relationship of their profile to their level of awareness and compliance was determined.
Definition of Terms
Disciplinary Actions refer to the sanctions that could be meted out by the Student
Disciplinary Tribunal to the students who violate school policies. Disciplinary action may take
the form of expulsion or dismissal from the University, withholding of graduation and other
privileges, suspension from any class, reprimand, warning or expression of apology by the
student. The gravity of the offense committed and circumstances attending its commission shall
determine the nature of the disciplinary action or penalty to be imposed (CSU Student Manual,
p.58).
Expulsion is an example of a disciplinary action which is the act of driving out any
student from the University. Any student who is expelled is no longer eligible to enroll in any
Policies on Student Discipline refer to the set of rules and regulations promulgated by the
school that sets forth guidelines and standards for proper attire and conduct or deportment inside
Profile of Respondents refers to the personal data or information of the respondents such
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Student Attire refers to the prescribed garments to be worn by the students when going to
school. On MW, for gentlemen, plain white polo shirt, white undershirt, black pants with leather
shoes. For ladies, white long-sleeved blouse, checkered maroon skirt, a tie and closed shoes for
ladies. On TTh, for gentlemen, plain white shirt with collar, colored pants and leather shoes. For
Student Conduct refers to the actions or behavior exhibited by the students. A students
conduct may be classified into two: behavior that is in accordance with the Policies on Student
Suspension is the denial or deprivation of attendance from classes for a definite period
not exceeding the prescribed class days. It is the prohibition from participating in all aspects of
university life for a specified period of time such as the balance of a current semester or all the
subsequent semesters. When a student is suspended from the University, the student is prohibited
from entering the grounds or any property owned, operated or controlled by the University.
When the term of suspension has ended, the student may apply for readmission.
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Chapter 2
Discipline represents different ways of looking at the world. Each distinctive discipline
represents a particular perspective that has developed, been articulated and been shared by a
It implies that our acts reflect our personality and how a person interprets and perceives
life. Discipline was also defined as a training that develops self-control and efficiency. It is a
system of rules that leads to orderly conduct ( Websters 9th Edition Dictionary, p.360 ).
that a reasonable person would find persuasive or more likely than not to have occurred.
From Aristotle to Shakespeare, Plato to Freud, Adler to McGraw, humans have always
been interested in one fascinating topic, Themselves !! For the last 120 years, psychologists have
been constructing a variety of theories to account for human behavior, and the consistency within
Personality theorists with diverse outlooks and backgrounds have developed some
amazing insight in to human personality. The ideas of Sigmund Freud generate as much interest
Student discipline has been a point of concern and contention for most of the history of
higher education in the United States; today is no exception. Perhaps no other single subject so
dramatically reflects our attitudes about students and how we define our duty and our
relationship with them. From the earliest dissatisfactions with pious and moralistic paternalism in
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the colonial colleges, to recent controversies over hate speech versus First Amendment rights,
student behavior and institutional responses have vexed faculty and administrators with a set of
issues both fundamental and timely. Why do we concern ourselves with student behavior at all?
What should be the "reach" of the institutions of higher education? What standards of behavior
should colleges expect? How are those standards best communicated? By what processes should
misconduct be adjudicated? If standards are broken, how should institutions respond? What is
our overreaching purpose in student discipline? How do we know when it is met? Who should be
Student discipline comprises a set of complex and inter-related issues that deserve careful
examination and reasonable recommendations. This report provides both, with an eye toward
new trends in responding to and preventing student misconduct, and to programs that avoid
unduly legalistic processes, while enhancing student development in the continuation of the
institutional mission.
What role should colleges and universities play in student discipline? Once student
discipline was a central part of the college mission; today, it has moved to the periphery of most
campus agendas. Since the demise of "in loco parentis," most campuses have been left without a
guiding reason for engaging in student discipline, and most faculty are, at best, only marginally
involved in day-to-day matters of student conduct. Even campus administrators are ambivalent
Urgent present-day concerns about such behavioral problems as crime on campus, hate
speech, date/acquaintance rape, alcohol (and other substance) abuse, and academic dishonesty,
coupled with demands for greater supervision of students, the increasing litigiousness of a civil-
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liberty minded populace, as well as an increase in older, more consumer-oriented students, have
left campus leaders understandably wary, while searching for new ways to fashion policy in this
area. As a legacy of the student rights movement of the 1960s and 1970s, and the accompanying
judicial scrutiny of disciplinary decisions, today's codes of conduct tend to be heavy on process
and light on real guidance for the student. It is time for colleges and universities to rethink their
purposes for engaging in student discipline and fashion rules and processes that follow logically.
Hoekema (1994) has proposed a useful and thoughtful analytic framework and conceptual model
for thinking about codes of conduct, based on three overarching moral/ethical principles:
preventing harm, upholding freedom, and fostering community. Many campuses could benefit
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Where should institutions begin in reconsidering student discipline, and who should be
involved? Colleges and universities are urged to reconsider their approaches to student discipline
by attempting to integrate the academic and nonacademic worlds of students through a broad-
based, unified approach that demonstrates and reinforces the importance and integrity of
institutional values. They should begin this process by reviewing and clarifying institutional
values as they are already articulated in mission statements, codes of conduct, and academic
integrity policies. Given the current high level of concern about student cheating, it may be the
best and safest place to begin; few would argue with the academia's hand in this domain. Faculty,
administrative and student affairs staff, and students should all be involved in a collaborative
effort. Honor codes are in resurgence and should be carefully considered. There is a growing
body of research that supports their efficacy, and while they are certainly not a panacea, the very
process of considering an honor code should stimulate the kind of value-focused dialogue
necessary for the campus to become a more moral community. Another good place to begin
promoting such community building is in the curriculum. Astin (1995) recently proposed a
"citizenship curriculum," which could foster the basic democratic values reinforcing and
undergirding the campus disciplinary program. Many colleges and universities are instituting
interdisciplinary courses to meet general education needs and to challenge the values of a
materialistic, philosophic student body. Shouldn't there be room for a course, perhaps even a
required course, that directly addresses student rights and responsibilities in the campus
community?
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What more do we need to learn about student discipline? Although institutions of higher
education in the United States have been engaged in the practice of student discipline for more
than 300 years, we know surprisingly little about the effectiveness of our efforts. Research in
student discipline should be conducted in three areas. First, institutional research should be done
on existing disciplinary programs to determine their present effectiveness. Like any other student
development program, these efforts should be periodically and systematically evaluated to ensure
they are meeting their goals. The practice of disciplinary counseling should be of particular
interest. It is a commonly employed response to student misbehavior, yet it has been questioned
on the basis of ethics and efficacy. Second, student behavior, and how it is affected by the
predominant student culture, its various subcultures, and how they compare to the faculty
especially ethnographic, should be used to conduct "culture audits." Third, student development
theories need to be operational and tested in the disciplinary context. If traditional quantitative
methods do not seem to convey the richness of data needed by disciplinary practitioners, then
qualitative methods should be encouraged. The case study method is a useful way of linking
developmental theory to disciplinary practice, yet it is rare in the student personnel literature.
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In what ways must campuses change to foster the development of disciplined students?
Colleges and universities and their students would benefit by thinking about student discipline in
less adversarial and more developmental ways. Many disputes that now fill campus judicial
systems might be better resolved through mediation. If disciplinary counseling is too problematic
in the way we currently think about our disciplinary/judicial systems, perhaps we need to
reframe our approach to include such methods as "caring confrontation," wherein the student's
behavior is critically examined in a supportive relationship, and the central goal of the process is
to see what can be learned from the situation, but not so much the determination of guilt and the
application of punishment.
Student affairs leaders, and in particular the chief student affairs officer (CSAO) on
campus, must actively and positively embrace their responsibility to encourage the building of
moral/ethical communities on campus. The best student discipline program is the preventative
type that creates a campus environment of caring and compassion, and one that deters hateful
and destructive behavior by virtue of commitment to the community. One of the most effective
ways to achieve the building of such a commitment is through service learning. College students,
especially young college students, who have had the opportunity to learn about the needs of
others through service to them, are far less likely to engage in the kinds of selfish and immature
behaviors that account for the bulk of the disciplinary caseloads at most institutions. Counsellors,
with their expertise in experiential learning, and with the opportunity to promote such programs
though a myriad of student services, are in a unique position to contribute to the curriculum and
our campuses has been a consistent theme in the literature on higher education for almost a
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decade. Student discipline can play a vital part, but first, institutions must clarify their values,
and then campus leaders including both academic affairs and student affairs must take
responsibility for developing disciplinary programs which are fair, humane, and uphold those
values for the betterment of the individual student and for the community as a whole.
http://www.ericdigests.org/1998-1/conduct.htm
The complexities of modern life and changes therein, means that people confront more
problems than before and that they have more difficulty in achieving satisfactory solutions. They
find that older patterns of thinking and older stocks of knowledge are inadequate guides to new
situations. For these reasons, people as individuals, are in greater need of assistance today than
they were in the past. To obtain this assistance, they look to various organizations that have
assumed responsibility for guidance services. These organizations may be the school, church and
The school is considered as a very sacred place for learning. As cited by Salvador Araneta
in his book entitled Education Philosophy, p.36, It is the responsibility of the school to fight
indolence among their students, to eradicate moral turpitude, subject them to educational crucible
Furthermore, it was explained that on the student conduct and discipline, the definition or
council approved by the Board of Regents shall not be construed to exclude other offenses or
breakdown against the rules of discipline promulgated by the University President, the Campus
Deans and faculty members in those cases not provided by the offense. The disciplinary action
shall be instituted for the conduct prohibited by laws or the rules and regulations promulgated by
Sin of Adam and Eve led adults to see children as contaminated by an evil element which needed
to be driven out by force. Puritans believed that all disobedience and academic error was the
work of Satan, and children's innate proclivity for evil had to be destroyed through pain and
humiliation. The idea that suffering corrects became fundamental to institutional design, whether
that design was the stocks in which prisoners were displayed for public abuse or the raised stools
and dunce caps intended to correct student misbehavior or ignorance through humiliation. "To
spare the rod." it was believed, led inevitably to spoiling the child, so slapping, spanking, and
By 1910 attendance at public school was mandatory; children were thus absent on a daily
basis from parental direction and placed under the authority of educators. This transfer extended
teachers' roles to parental disciplinarians; teachers functioned in loco parentis, meaning in the
place of parents. During the first decades of the 1900s as teachers were stepping further into
these parental roles, State legal systems were beginning to evolve ways to handle juvenile
offenders which intended to distinguish them from adult perpetrators. One value attached to this
development asserted that while adults should be punished for their crimes, children should be
rehabilitated for theirs, thus formalizing a beginning to the separation between juvenile
At the beginning of the twentieth century, good discipline was evinced as students sitting
quietly while they learned by rote. The conventional wisdom saw education as a process of
controlling student behavior while information was transferred from teacher to student. This
model continues to shape concepts about classroom activities and goals. Challenging this model,
however, were the increasingly popular post-World War II theories of Benjamin Spock (1903-
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1998) who disapproved of rigid child-rearing techniques and urged adults, parents and teachers
alike, to be more affectionate and flexible. Some critics of Spock's theories asserted that they
understanding of right and wrong and encouraged self-defeating traits like selfishness, indolence,
professionals and educators became more informed about how student misbehavior may be
hyperactivity, or emotional disturbance. Changes in the family unit, increase in the Hollywood
celebration of violence, and effects of illegal drug use also affected students' ability and
willingness to learn in school. Finally, in the 1990s, juveniles committed serious felonies on
school property, some of which converted schools temporarily to war zones. Reactions to these
events caused many people to advocate for a return to more stringent controls of students, which
attitude must be modeled from the initial confrontation through the entire process. A manner of
honesty, straightforwardness, concern, and respect must be felt by the student. The use of
terminology: discipline, written-up, busted, hearing, accused, offender, guilty, innocent. 2. Win-
Win vs. Win-Lose. Staff and community feel reasonably sure that the inappropriate behavior will
not continue, and the student involved feels s/he received an appropriate response for the
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behavior that occurred. When a win-win conduct process is implemented, both the community
and the student are able to reconvene with a positive, supportive relationship. 2. Respect for the
rights of the individual. This includes giving full due process, assuming the student is not
responsible until proven responsible, and only incurring sanctions on individuals that are
appropriate to the behavior. 4. Respect for the rights of the community. Effective conduct
meetings discuss the rights of a community and how individuals must respect those rights. 5.
Due process. This includes adequate notice of referral, right to a fair conduct meeting, right to
know the nature of inappropriate behavior, the right of appeal, the opportunity to be heard and
present all sides of the case, and that the decision is based on all information presented at the
meeting. 6. Prompt, fair, and consistent. Student conduct procedures must be done in a timely
and organized way so as to maximize the "teachable moment". Meetings are most effective when
held as soon as possible after the alleged behavior - a week or less is preferable. Fairness
involves giving both sides of a conflict equal time to voice their concerns, speak for themselves,
and to discuss the behavioral concerns. Consistency does not mean equal sanctions for equal
violations of policy. Individual life circumstances, attitudes, and stressors must be taken into
account in a developmental conduct process, with sanctions imposed based upon the
assess this. However, consistency does apply to the procedure. 7. The "teachable moment".
Developmental conduct looks for the "teachable moment" - the point at which the student
displays an interest in, or ability to, understand key developmental goals. All conduct processes,
from confrontations to meetings, must have as their goal the creation of the "teachable moment."
8. Choices. A conduct process that is not control oriented offers choices to students. The choices
offered may be very limited, but the attitude reflected is one of options. Choices that might be
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offered include social cooperation vs. acceptance of the consequences, or choosing self-
responsibility vs. submitting to peer pressure. 9. Shared expectations and informed populace.
Often violations of policy, apathy, and lack of commitment occurs because students are not
aware of what the staff or community expects of them. 10. Student orientation. A developmental
conduct process always reflects what is best for the student and the community. Questions like
"How can the student best benefit from this process?" "What does the student need to learn from
this process?", and "What is an appropriate response from us to help the student advance
developmentally?" are good questions to focus on throughout a conduct meeting. 11. Sanctions
are appropriate to the inappropriate behavior and developmentally intentional. The most
effective sanctions will be those that address the cause of inappropriate behavior, are non-
punitive in nature, and directly relate to developmental issues that the student needs to learn.
Sanctions imposed will be situational and dependent on the student's attitude, commitment to
changing behavior, level of self-responsibility, and personal circumstances in his or her life. 12.
14. Evaluation of the conduct process for the individual. To be most beneficial, this evaluation
needs to take place both immediately after the meeting and again in a month's time. It should
address:a. effectiveness of the conduct meeting; b. purpose of the sanctions; c. student's reactions
to the meeting and sanctions; d. observed growth in the student; e. recurrence of student
inappropriate behavior.
When an incident involving a student occurs, documentation regarding the incident will
be forwarded to the Office of Student Conduct. At this time, the student involved will be
contacted by the Student Conduct Coordinator or the appropriate person in the Office of Housing
and Residence Life to discuss the conduct process, initiate the first meeting, to inform the student
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as to the nature of the incident and the identified inappropriate behavior, and to forward copies of
relevant documentation.
There are two levels to the conduct process. The first level is referred to as the first level
conduct meeting, the second level is referred to as the second level conduct meeting or
theUniversity conduct board. The University Contact will determine if the incident should be
The first level conduct meeting is designed to handle incidents of a less severe nature and
most first-time incidents. At this level, the student may have the option of whether to have this
meeting with a designated Student Affairs Administrator or with a committee composed of two
students and one administrator. The Student Conduct Coordinator will decide when this option is
appropriate. Generally, students may choose between these two options if the incident is minor
incidents of a more severe nature or situations where the first level conduct meetings are not
being effective. This board will consist of five members, composed of faculty, staff, and students
when appropriate.
The conduct meeting is designed to be informal and conversational. The meeting should
include introductions of all present; review of relevant information about the student's past and
present behavior; opportunity for the student to respond to and answer questions from the
involved to make a statement about the incident if appropriate; and presentation of the decision.
the Chancellor who will make the decision. The student(s) will be notified in writing of the
committee's decision, and a record will be kept in the Office of Residence Life.
Some of the reasons a student may appeal include: * a belief that the sanction was too
harsh; * discovery of new information that might affect the decision of the administrator,
Constitutional rights.
Decisions regarding the appeal process which remain unsatisfactory to the student may be
appealed to the Vice Chancellor for Student Affairs within three school days following
Each decision regarding sanction will take into consideration the nature of the incident,
the previous history of the student, special life circumstances of the student, and what is
Some typical sanctions which may be applied are: 1. THE WORK SANCTION or
designed specifically for the student in order to address the incident and be educational in nature.
specific time period from any University facility. 4. LOW HOUSING PRIORITY is defined as
removing a student from his/her place in the housing assignment process and placing him/her at
the very end of the waiting list for University housing for the upcoming year. If the student has
already received an assignment, it will be forfeited and the student's name placed at the end of
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the waiting list. 5. EXCLUSION FROM UNIVERSITY RESIDENCY is defined as removing
the student's privileges to live in any University residence facility for a specified period of time.
This decision would be based on awareness that the student's continued presence would interfere
with the living or learning atmosphere within the residence facility. 6. RESIDENCE FACILITY
University residence facility for a specified period of time. A student who is evicted from a
residence facility is prohibited from returning to or visiting any University residence facility. A
student who is evicted will not be eligible for refund of unused room or board plan charges. 8.
will extend for a period of time not less than one semester. Repeated incidents within this time
period will result in a more severe sanction. Record of the action will be kept on file and may be
used in sanctioning for incidents after the allotted time period. 9. GENERAL PROBATION may
be imposed for any breach of the student code of conduct. In no case shall a probationary period
be for less than three months. During the probationary period, involvement in another incident
may result in suspension. After the probationary period, the record of sanction may be used in
sanctioning for similar incidents. 10. SPECIFIC PROBATION may be imposed for any violation
of this code for a specified period of time. During this time, a student may not represent the
University in any way. In no case shall a probationary period be for less than three months. The
student must become an non-participatory member of any organization, athletic team, or club to
which s/he belongs. The student may attend meetings and practices but may not vote or
participate in activities which represent the University. The student may not, during the period of
probation, actively try to join or participate in any University recognized organization or athletic
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team. The proper administrative officials will decide whether the student retains any loans or
scholarships given by the University for representing or serving the University in any way.
During the probationary period, involvement in any incident may result in suspension. After the
probationary period, the case can be used in sanctioning for similar incidents. 11. SUSPENSION
severs the student's relationship with the University for a specified period of time and may be
either immediate or delayed. In those instances when the student has shown potential threat to
life or property, their right to visit campus may be revoked. The penalty of suspension is only a
recommendation to the Chancellor of the University who is the only official who has the power
to suspend any student for disciplinary means. The Vice Chancellor for Student Affairs or a
designee will screen person(s) who have been suspended from UNCA upon their petition to
return. 12. EXPULSION severs the student's relationship with the University immediately and
permanently. In those instances when the student has shown potential threat to life or property
their right to visit campus may be revoked. Expulsion is only a recommendation to the
Chancellor who must review and make the final decision. 13. INTERIM SUSPENSION severs
the student's relationship with the University immediately after the preliminary investigation. In
those instances when the student has shown potential threat to life or property their right to visit
campus may be revoked. The sanction of interim suspension shall only be exercised in those
instances which there is reasonable case to believe that the student's alleged violation is of such a
serious nature that their continued presence at the University is potentially dangerous to the
health and safety of the University community, its property, or its educational mission. Only the
Chancellor may suspend a student for an interim period prior to the outcome of the conduct
meeting. If the recommendation of the conduct meeting is that the suspension be revoked, the
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student will be reinstated immediately without penalty.
(http://www.unca.edu/conduct/process.html)
discipline of students. Academic discipline of students is not covered by this Code, but rather
falls within the jurisdiction of the individual academic units of the University.
The issues involved in the process of developing codes of conduct constitute an important
part of pedagogical debate and ongoing courtroom deliberation. A properly written document has
to meet four criteria in order to carry a legal presumption of validity: First, the rules have to be in
writing. Regulations students had to obey without a specific verbal command must be in writing.
Second, the rules have to be specific: Policies should be clearly stated to students, and without
referring to an outside source or document the rules had to explain what was expected and what
was prohibited. Next, the writing had to be authorized: The writer of the rules has to have the
authority to define them. Next, the written rules have to be published. The code of conduct has
be printed and distributed, for example in student handbooks, in letters to parents, in public
announcements during class time and assemblies, and in postings on bulletin boards.
The primary purpose for the imposition of non-academic discipline in the University
setting is to protect and preserve a quality educational environment in the campus community.
The University is not designed or equipped to rehabilitate students who do not abide by this
Code. It may be necessary to remove those students from the campus and to sever the
The University's Code of Student Conduct is set forth in writing in order to give students
general notice of non-academic prohibited conduct. The Code should be read broadly and is not
safety and well-being of the campus community. The Code applies to incidents that take place on
When the University is notified, the Vice President for Student Affairs, in consultation
with the Provost, may determine that acts prohibited by the Code but not committed on
University premises could also be grounds for disciplinary action. Such action will be taken if a
student has acted in a way that substantially interferes with or endangers the University
community, or behavior with significant potential to disrupt the educational environment. Such
acts include, but are not limited to, drug trafficking offenses and acts or threats of violence
against persons.
Students may be accountable to both civil authorities and to the University for acts which
constitute violations of law and of this Code. Those accused of violations are subject to the
University disciplinary proceedings outlined in this Code during the pendency of any criminal or
civil proceedings, or of any other University proceedings, regarding the same conduct. Accused
students may not challenge the University disciplinary proceedings outlined in this Code on the
grounds that criminal charges, civil actions, or other University proceedings regarding the same
incident are pending or have been terminated, dismissed, reduced, or not yet adjudicated. The
University will refer matters to Federal and/or State authorities for prosecution when appropriate.
Furthermore, this is the scenario in Florida. Students are expected to conduct themselves
student behaviour may not only impair the ability of other students to perform to their potential
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but may also hinder the ability of CSI staff to operate effectively and meet the needs of all
students.
CSI courses help students along the path to a career in the financial services industry
where personal honesty and integrity are essential. The student code of conduct has been
established to maintain the integrity of CSI courses and to protect individual rights.
Students should be familiar with and understand how they are affected by these policies.
Familiarity with and adherence to these guidelines will allow students to make the most of their
The following are examples of unacceptable conduct that may be subject to disciplinary action:
It is the intent of the Student Rights and Responsibilities that students understand that
individual rights involve associated responsibilities, and that individual rights must be viewed in
relationship to the health, safety, and welfare of the majority of students within each school. The
principal shall assume administrative responsibility and instructional leadership under the
supervision of the Superintendent, in accordance with rules and regulations of the School Board
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for planning, management, and operation of the school to which he/she is assigned. The faculty
and staff shall assist in the orderly operation of the school and assure the rights of students.
The dress and grooming of St. Johns County Public Schools students shall contribute to
the health and safety of the individual, promote a positive educational environment and not
disrupt the educational activities and processes of the school. Because inappropriate clothing
worn by a student is detrimental to the school program, the wearing of the garments suitable for
school shall be encouraged. These rules on personal appearance of students are meant to be a set
of guidelines to enable the students of St.Johns County Public Schools to dress casually but
reasonably. Nothing in these rules shall be construed to preempt the authority of the principal to
act in specific cases when, in his/her opinion, a student is attempting to use this policy to disrupt
the educational process or the good order and discipline of the school.
Waivers to the Student Dress are recommended through the School Advisory Council for each
individual school and approved by the School Board. Examples would be school uniforms, no
shorts, all shirts tucked in; pants must have belts, etc. Physical cleanliness consistent with the
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Chapter 3
RESEARCH METHODOLOGY
This chapter presents the methods and procedures utilized in the study. It elucidates
on the manner with which the researchers conducted the investigation and this includes data
Research Design
design helped the researchers determine the profile of the respondents. Moreover, it was used to
determine their level of awareness and compliance to the Policies on Student Discipline.
Likewise, it was employed to test the relationship between the profile of respondents and their
level of awareness and compliance on the Policies and Regulations on Student Discipline as well
The study was conducted at Cagayan State University-Carig Campus. Cagayan State
University has a total area of 19.33 hectares, with seven colleges of which one is post-graduate.
The study was composed of respondents from five undergraduate colleges which
included the College of Arts and Sciences, College of Engineering, College of Technology,
College of Public Administration and College of Veterinary Medicine. The present total
population of the under graduate students at Cagayan State University Carig Campus is 4,215 as
The respondents of this research were the students of Cagayan State University- Carig
grouped according to their respective colleges. The total population of the respondents was based
Slovins formula was utilized to determine the samples-respondents of the study. Five percent
The survey questionnaire was used as the principal instrument to gather data. Part 1 dealt
on the profile of the respondents such as age, sex, course, civil status, religion and ethnicity. Part
2 consisted of the policies on student discipline imposed by the school and their assessment in
the level of awareness and compliance to these policies. Furthermore, the researchers conducted
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interviews with the authorities and students to supplement and validate those gathered from the
questionnaire.
Letters of request asking permission to conduct the survey were forwarded to the college
deans. After the approval, the questionnaires were floated personally by the proponents to the
respondents taking into consideration the sampling scheme used. Each questionnaire was
accompanied with a cover letter stating among others the plea for honest and accurate answers.
Retrieval of the questionnaires was done as soon as the respondents finished answering.
The data were analyzed through frequency count, percentage and weighted mean for
descriptive data while hypotheses were analyzed through chi-square for nominal data and
The Three-Point Likert Scale was used to assess the respondents level of awareness and
On Awareness On Compliance
3 Aware 3 Complied
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