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KAREN D. BOYD & WADE LIVINGSTON
the interaction between students, their campus or classroom environment,
and the people that share their environment. Colleges should direct the in-
fluence of the SIR through micro and macro environmental interventions.
Facilitative educators create policies, messages, curricula, programming,
assignments, mentoring and other interpersonal interactions that encour-
age safe behavior and foster the moral reasoning skills required of consci-
entious citizenship.
A Facilitator Philosophy applied to a Higher Education Law class is sim-
ilar to that of many a successful basketball coach. In basketball, once the
coach teaches the player the game — understanding how to move on
the court within the system, recognizing what has been successful in the
court(s) in the past, and developing sound technique/skills — and practices
the skills with them, the player can then make the game their own and cre-
atively practice their art. The players make the magic. These players — or
students — will soon be the policy makers, interpreters, and enforcers and
as such will be the educators who will need to make educational “magic”
that is respectful of the parameters of the legal “game” in which they are
engaged. Simply put, faculty need to teach the legal context of higher edu-
cation, coach students into becoming effective ethical administrators within
those parameters, and prepare them to do the same with their students.
Personal and Social Responsibility —A Learning Outcome
Essential to Risk Management
Practitioners live and operate in ambiguous situations, requiring the abil-
ity to interpret and ethically apply evolving legal expectations to new and
differing settings. The law provides a framework for recognizing what soci-
ety deems to be minimally acceptable ethical decisions and a motivation to
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