FROM PAPER CHASE TO SIR, WITH LOVE
163
educational tool that influences student learning and behavior
.
15
The legal impetus for the Facilitator Model — that colleges are expected
to establish, educate about, and enforce their systems of rules designed to
reinforce and encourage, though not insure, safe and personally responsi-
ble student behaviors — relies on the supposition that risk management-
minded faculty and administrators can adequately shape the SIR to facili-
tate and allow student ethical decision-making. Multiple motivational lenses
(e.g., legal, constituents’ expectations and needs, and educational and ad-
ministrative institutional effectiveness) affect institutions’ decisions in shap-
ing their unique SIR
.
16
Bickel and Lake advised that colleges’ special re-
lationships with students dictates that the selected relationship be an edu-
cationally effective choice
.
17
To achieve this end, the authors advocate for
colleges and administrators and faculty to embrace a Facilitator Philosophy.
The Facilitator Philosophy
College educators with a Facilitator Philosophy do not solely state campus
or classroom rules and expect students to be ethical and risk adverse cit-
izens. A Facilitator Philosophy requires educators to actively promote and
enable desired behaviors. Bickel and Lake describe the facilitative SIR as a
relationship of respect, mutual engagement and authentic care formed by
15 R
OBERT
D. B
ICKEL
& P
ETER
F. L
AKE
,
T
HE
R
R
M
U
: W
HO
A
R
C
L
IFE
?
(1999).
16 Karen D. Boyd & Wade Livingston,
Fulfilling Relationship’s Promise: The Facilitator
University and Personal and Social Responsibility Education
, Presentation at the As-
sociation for Student Conduct Administrators, St. Petersburg, FL (2011).
17 R
OBERT
D. B
ICKEL
& P
ETER
F. L
AKE
,
T
HE
R
R
M
U
: W
HO
A
R
C
L
IFE
?
(1999).
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