The Journal of College and University Student Housing - Volume 45, No. 2 - 24

Amy N. Miele * Florence A. Hamrick

. . . when properly utilized,
alternative dispute resolution can
help shift students' perceptions
of conduct from punitive to
educational and lead to declines in
subsequent conduct violations.

While the quantity of research on ADR
and restorative justice techniques as applied in
postsecondary student disciplinary processes
has increased in recent years (Daly, 2000; Daly
& Stubbs, 2006; Hudson, 2002), ADR studies
situated in residential conduct settings are currently insufficient to support blanket recommendations for changing residential conduct
processes. In particular, empirical research
to assess the effectiveness of ADR training,
ease of implementation, and student-level outcomes from ADR-informed conduct processes
will be especially useful to professionals and
campuses seeking to explore or expand the
availability of ADR options. We commend Pitts
and Waryold (1990) on their collection and reporting of student-level data during and after
piloting the sanction enhancement group, and
we encourage current and future studies to
assess the worth and value of contemporary
residential conduct-based ADR processes.
Perceived lack of staff and/or time can be
impediments to implementing ADR programs
(Karp, 2015), and if such circumstances are the
case, we endorse conduct professionals' hesitations. Starting ADR programs requires time,
training, and commitment on the part of profes24

sional staff, and if ADR options are implemented alongside traditional adjudication processes,
the total workload in terms of hours could very
well increase. For example, traditional conduct
processes for residents who have accepted responsibility for one or more policy violations
will take approximately 30-60 minutes total-
inclusive of investigations, meetings, adjudication, sanctioning, documenting, and following
up. Facilitating an RJ circle or board, from preconference meeting(s) to determination of
sanction(s) and follow-up, could easily double
or triple that time. Available evidence suggests
that, when properly utilized, alternative dispute
resolution can help shift students' perceptions
of conduct from punitive to educational and
lead to declines in subsequent conduct violations (Karp, 2015). Residential student conduct
offices must consider the initial and ongoing investments in ADR and plan carefully. In the long
run, the results may justify the investments,
but alternative dispute resolution explorations,
program implementation, and establishing systematic process and outcome assessments (e.g.,
Heiser, Gauthier, DiCato, & Bartholomew, 2018;
Schuh, Biddix, Dean, & Kinzie, 2016) take significant effort and commitment.
Whether trends toward utilizing ADR practices in lieu of formal adjudication processes
may become a norm rather than an exception
in residential conduct settings is yet to be determined. In any case, reviewing available
research, implementation models, and assessment results carefully in light of the individual
program's needs, mission, and staff expertise
will provide structured guidance for interested
professionals. Various national student affairs
organizations have resources available for residential conduct officers who want to learn more

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The Journal of College and University Student Housing - Volume 45, No. 2

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