Effective Decision-Making Framework for Institutions
Explore a comprehensive framework for consistent decision-making in academic institutions, designed to streamline processes and optimize community support. Learn the three key questions to ask, understand the underlying rationale, and apply the framework to your own institution. Discover the importance of documenting your decision-making process and aligning it with your institution's values and culture.
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Presentation Transcript
A Guiding Framework for Decision Making A 3-Question Process for Simple to Complex Situations Emily J. Helft, University of Richmond Modified from AHEAD Conference, 2021, Austin, Texas in partnership with Paul Harwell at Purdue University
1. Be able to state the 3 questions to help with consistent decision-making 2. Understand the reasoning behind the approach to this framework 3. Be able to draw connections between this framework and how it may apply at your institution Objectives 3
This is about showing you a consistent framework for decision making that *you* are confident using. Ultimately... This frees up time and mental energy to provide more intensive community support. 4
Why did we make this presentation? AHEAD forum posting patterns Legal precedent and expectations Wynne v Tufts (AKA the Wynne Process ) Balanced approach 5
Lets think. Pull a memory into your mind that involve(d/s) an accommodation decision--any example will do! 6
Have you thought about your process? Your Process 1.What is it? 2.Do you use it consistently? 3.Is it documented somewhere? It s important. 7
Think about 1.The hats you wear 2.Your school s values and personality/ies 3.Thoughts that you keep to yourself 4.Why you got into this line of work Your Values They re also important. 8
A Quick Note This method is a *framework* It s up to you decide how to map this onto your school s unique structure and culture 9
The Big 3 10
The Big 3 Questions 1.Does this person have a disability? 2.What is the barrier that is present as a result of the disability? 3.What accommodations can be implemented to remove/circumvent these barriers? 11
Definition: a physical or mental impairment that substantially limits one or more major life activities of such individual 1. Does this person have a disability? 12
2. What are the impacts of this disability? How does this manifest in everyday life? What is the barrier that is present as a result of the disability? Be thoughtful when teasing apart preferences versus barriers. 13
Remember: These accommodations cannot fundamentally alter an experience, program, or goal. 3. We need to preserve and honor the intended goal, objective, and/or experience when making decisions. What accommodations can be implemented to remove/circumvent these barriers? 14
Think beyond the classroom regarding experiences, programs, and goals 3. (Cont.) Accommodations don t always have to be the student s preference What accommodations can be implemented to remove/circumvent these barriers? 15
We still need to hold students to expectations that are comparable to their peers 3. (Cont.) Aim for the minimum amount of accommodation in order to create access What accommodations can be implemented to remove/circumvent these barriers? 16
Lets Go Back In Time What do you think about your earlier scenario? 17
Questions? Feel free to direct message me in the chat! 18
