Table Top Facilitation | Master Case Draft

HIED 66655: Case Studies in Higher Education Administration

Rachel Scherer, Alyssa Mazey, Olga Klepikova, Courtney Wade, Emily McClaine
March 2, 2016

Setting:
Northern Cardinal State University (NCSU) is a large research university in Ohio enrolling over
30,000 students both in-state and out-of-state and a rather large number (approximately 1,800) of
international students. NCSU is located in near proximity to a large city that is the home for a
world renowned medical hospital system and medical research centers.
The university has strong STEM programs and is one of the leading programs in the US in
Biology. NCSU is known for its stem cell research of embryonic, adult, and reprogrammed cells.
NCSU STEM programs have number of research projects funded by grants from the National
Science Foundation. The universitys stem cell research program is conducted in collaboration
with medical researchers from national and international research centers in the nearby large city.
The program also collaborates with several leading programs in Europe both in academic and
industrial centers, and actively participates in scientific conferences around the World. These
global collaborations also lead to a large number of international students studying in STEM
programs at NCSU, with effective university initiatives in place to support international student
persistence.
Key Actors:
Maria is an international, undergraduate student who is studying chemistry at NCSU
Tom is a Doctoral Teacher Assistant (TA) and leading the way in research on using stem cells in
oncology
Dr. Schneider is the stem cell research faculty advisor and is the professor listed as the Gen
Chem I professor; she is Toms supervisor
Melissa is the Title IX Coordinator, has been at NCSU for 5 years
Miranda is the Title IX Coordinator, has been at NCSU for 6 months
Dr. Jim Thomas is the Dean of the College of Arts and Sciences, has been the Dean for 2 years
Becky is the Director of the Womens Center, single staff office, has a Graduate Assistant
Alexis is the Director of Student Conduct, has been in this role for 3 years
Amanda is the Academic Advisor I, You are in your second year as an Academic Advisor I for
the College of Arts and Sciences. You have a caseload of 310 undergraduate Chemistry majors.

Table Top Facilitation | Master Case Draft

HIED 66655: Case Studies in Higher Education Administration
Rachel Scherer, Alyssa Mazey, Olga Klepikova, Courtney Wade, Emily McClaine
March 2, 2016

Chris is the Director of Undergraduate Advising, College of Arts & Sciences; over the past six
years that you have held this position your office has doubled in size.
JJ is the Director of Marketing and Public Relations, she has been in this role for 2 years,
previously employed by a crisis management hotline
Elise is the Coordinator of the Tutoring Department, manages all tutoring opportunities within
the College of Arts & Sciences
Nikki is the Director of the International Office, Manages education abroad and international
student and scholars services staff
Master Case:
Maria is an international freshman student at National Cardinal State University (NCSU). Prior
to beginning her college education at NCSU, Maria was a high school exchange student in the
local community; she retains an amicable relationship with her host family and last visited them
for their Thanksgiving celebration. While she speaks English quite well, she is unfamiliar with
the culture and resources on NCSU campus. Because she is determined to do well in her classes,
she asks a lot of questions in General Chemistry I and often receives assistance and feedback
from the class TA, Tom. Maria has met with the lead professor, Dr. Schneider, and Tom for office
hours and often attends the TAs supplemental lab tutoring sessions for General Chemistry I.
Tom has received high evaluations from students for his role as a TA. While students often
struggle in the early weeks of the semester, by the end they rave that they have learned so much
from him throughout the supplemental tutoring sessions he provides as a part of his teaching
assistantship. Tom is in his third year of his graduate program. Last year, he completed his
masters degree and was selected to continue for his doctoral degree, receiving a full scholarship.
He has been assisting faculty with groundbreaking stem cell use in oncology research and is
highly regarded among faculty in his department. His faculty advisor, Dr. Schneider, who teaches
the General Chemistry I course, has approached him to assist with a new project, which is funded
by a grant through the National Science Foundation. The Dean of the College of Arts and
Sciences is proud for Dr. Schneider and Tom to use this project to continue the positive image of
research at NCSU. In fact, Dean Thomas plans to showcase this research at an upcoming
recruitment and visit day event for potential and incoming high school students to the College of
Arts and Sciences.

Table Top Facilitation | Master Case Draft

HIED 66655: Case Studies in Higher Education Administration
Rachel Scherer, Alyssa Mazey, Olga Klepikova, Courtney Wade, Emily McClaine
March 2, 2016

On February 13, when attending a tutoring session to study for the first General Chemistry exam
of the semester, Maria stays after the session ended to ask a few additional questions of Tom,
who is leading the session. All other students have left. Tom closes the door to the classroom.
Later, Tom leaves the room quickly. After several minutes pass, Maria leaves the room - shaken
and noticeably upset.
The next day, Maria takes her General Chemistry exam but does not do well. After her exam, she
also visits the health center - she shamefully asks the nurse if she can be tested for sexually
transmitted diseases. Because Maria does not look well, the nurse asks her if she is okay. With
her head down, Maria mumbles that she is fine and would like STD testing, that is all.
A couple of days later, Marias professor, Dr. Schneider reaches out to her to meet about her
failing grade on the test she took on February 14. Because the university is renowned for their
global outreach and persistence of international students, all faculty are encouraged to keep a
keen eye on their international advisees. On February 17, when Maria and Dr. Schneider meet,
Dr. Schneider shares Marias test score and asks what happened; she is surprised given that
Maria usually does quite well. Maria, feeling that she has grown close to Dr. Schneider since the
fall semester, shares that the reason she did not do well was because she was distracted during
the test and had a very tough week. Dr. Schneider continues to question how Maria is doing, and
Maria eventually discloses that Tom assaulted her the night before the test.
Dr. Schneider pauses in a state of disbelief. Conflicted by the scholarly work that Tom has been
assisting with in the department, paired with this excellent reputation as a TA, she has a hard
time believing this story. Have you told anyone about this? She asks Maria. When Maria says
no, Dr. Schneider chooses to minimize the issue, believing it didnt happen since there isnt
evidence and Maria hasnt reported it to the police. Dr. Schneider tells Maria that time will make
things better and she shouldnt tell anyone because doing so would ruin both Toms life and her
life. Dr. Schneider does not report the assault. A few months pass, and Marias grades drop
significantly as she battles what seem to be symptoms of post-traumatic stress disorder and
coping with her assault.
Finally, on April 15, Maria is meeting with her academic advisor, Amanda, for required advising.
Amanda calls attention to Marias early alerts following midterms. The academic advisors
attentive listening and skill in her profession leads Maria to share what she has been
experiencing. Maria recognizes that her grades are critical, and she must pass her classes in order
to continue in her program. She does not want her parents to know what has happened, and she is
terrified of disappointing them and bringing shame to the family. At this point, she is desperate
for help. Maria, in tears, tells Amanda that she was raped in February by Tom, the TA for her

Table Top Facilitation | Master Case Draft

HIED 66655: Case Studies in Higher Education Administration
Rachel Scherer, Alyssa Mazey, Olga Klepikova, Courtney Wade, Emily McClaine
March 2, 2016

General Chemistry class. Amanda immediately takes action by explaining that she or the student
must report the issue to Title IX Coordinators. Maria says she will report it, so the advisor lets
her handle it but also shares resources with Maria (Counseling Center, Womens Center, Office
of Global Education).
Later that day, Maria plans to report her assault. Unsure of what Title IX is, she reaches out to
her high school host family that evening and explains what has happened. She asks them who
she should report it to. Her host family refer her to the local police to report the issue, and extend
the offer for her to come stay with them if she needs. She declines, explaining that she needs to
sort through what has happened and focus on school. Maria calls 911 on the evening of April 15
and reports what had happened months ago to the local police, launching an investigation of her
assault. Local police additionally refer her to University Counseling and the Womens Center as
well as a community center for victim services.
On the morning of April 16, Title IX Coordinators receive a call from the local police regarding
the reported assault. Following this conversation, Title IX Coordinators immediately contact
Maria to make sure she has been referred to counseling, and to notify her that they are working
on her case. Then, Title IX Coordinators call the universitys public relations department to alert
them of the investigation. Next, Title IX Coordinators begin its investigation by following up on
leads it received from the local police, calling the Director of Undergraduate Advising for the
College of Arts and Sciences and the Dean of the college, as well as Student Conduct (Details on
conversations between individuals are provided in individual role profile and cases.)
As soon as Dean Thomas, of the College of Arts and Sciences has heard of the reported assault
from Title IX Coordinators, he contacts CAS Tutoring Coordinator, Elise, to ask her knowledge
of the situation and how she will now respond with her staff. Elise works with various faculty
across the college by employing their TAs to offer formal tutoring as a part of the TAs
assistantship. Elise has not been notified of this reported assault until she is contacted by Dean
Thomas. Dean Thomas is highly concerned, especially because the big spring information
session and event for the college is coming up, and it will feature graduate students research,
showcasing Toms stem cell project.
Meanwhile, Maria has chosen to reach out to the International Office after speaking to both her
academic advisor and Title IX. She believes International Office will be most understanding of
her cultural background and connect her with other resources to help her, through this time. On
April 16, she meets with Nikki, Director of the International Office and seeks further counsel.
Nikki is familiar with a womens center support group that is coincidentally happening at noon,
and takes Maria to this event, introducing her to Becky, the Director of the Womens Center. At

Table Top Facilitation | Master Case Draft

HIED 66655: Case Studies in Higher Education Administration
Rachel Scherer, Alyssa Mazey, Olga Klepikova, Courtney Wade, Emily McClaine
March 2, 2016

this event, other survivors are sharing their stories and also share how they have coped, some
expressing the stressful and emotionally tolling process of pressing charges. Maria is moved by
their stories; after the event, she approaches the Director of the Womens Center and tells her
about her assault, asking how she move past it the way others in the room have seem to.
Table Top Facilitation begins on April 16 at 2PM. Each individual participating in the
facilitation has a role of an administrator in the above case, and what they know to-date as
of April 16. Individuals do not know all of the details above. Rather, this case simulation
models a real life scenario, where participants are only given information on their role and
what they have been told to-date. Additional news flashes and what happens next will be
introduced as updates after our participants get started. See Facilitation Outline for details.