versity Model — which we henceforth refer to as strictly “the Facilitator
Model” — is relevant at the instructor- and classroom-level
The model
presents a conceptual foundation that communicates the legal “what and
why” of risk management in Higher Education administration, and the oper-
ationalization of those concepts demonstrates “how” to facilitate ethical ac-
tion. Over the course of the past two years, we have considered how best to
integrate these concepts into our Higher Education Law graduate courses
and this article presents our findings. Therefore, this paper examines how
to design an experiential education-based class using the model’s Facilita-
tor Philosophy, desired personal responsibility learning outcome, and pro-
posed SIR-focused environmental management methods as a blueprint to
enhance future higher education administrators’ “lived experience”.
III. The Legal Foundation/Rationale
Bickel and Lake challenged the predominant SIR legal paradigm of insula-
tion against risk as an insufficiently nuanced and legally inaccurate post-
loco parentis
interpretation of case law. They theorized that the college
and students shared legal responsibility for student behavior. The courts
expect colleges and their administrators to possess a Facilitator Philoso-
phy, dedicate themselves to safe and ethical decision-making as desired
student learning and behavioral outcomes, and manage environments to
13 Bickel and Lake used the Facilitator University Model to introduce measures that could
create an institution-wide approach to risk management. Within this article the current
authors limit our dialogue to the classroom and individual interactions: hence the use
of the term Facilitator Model.
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