CSSA PORTFOLIO

ED.M. PRESENTATION

Yuana Ates
College Student Services Administration
OREGON STATE UNIVERSITY
2019 Cohort
Land recognition
Let it be acknowledged that Oregon State University in Corvallis,

Oregon, is located within the traditional homelands of the Mary's

River or Ampinefu Band of Kalapuya. Following the Willamette Valley

Treaty of 1855, Kalapuya people were forcibly removed to reservations

in Western Oregon. Today, living descendants of these people are a

part of the Confederated Tribes of Grand Ronde Community of

Oregon and the Confederated Tribes of the Siletz Indians.

(Indigenous Land Recognition, n.d.)

About Me
“When we talk about land, land is part of who
we are. It’s a mixture of our blood, our past, our
current, and our future. We carry our ancestors
in us, and they’re around us. As you all do.”
Mary Lyons, Leech Lake Band of Ojibwe
(Native Governance Center, n.d.)

■ Family background
■ Past educational and professional
experiences
Salient identities

Woman, student-parent, visibly Muslim, multicultural, Asian, migrant, able-bodied.

 Area of Specialization: Academic Advising and Internationalization of
Education
My Journey
with CSSA
Elective courses: ACADEMIC ADVISING, LEADERSHIP
CONVERSATIONS, TRAGEDY AND CRISIS, GLOBALIZATION

Internships: OFFICE OF INTERNATIONAL SERVICES, THE

FAMILY RESOURCE CENTER, OSU GLOBAL OPPORTUNITIES

Work experiences: UNIVERSITY EXPLORATORY STUDIES

PROGRAM (Advising Intern), STUDENT CONDUCT AND
COMMUNITY STANDARDS (Student Sanctions Compliance
Assistant)

Portfolio:
https://mycssajourney.wordpress.com
CSSA COMPONENTS AND EXPERIENTIAL
LEARNING AT THE STUDENT CONDUCT
AND COMMUNITY STANDARDS OFFICE
 ■ Student Conduct Programs established to
STUDENT “promote community standards, safety, and
student learning through educational outreach

CONDUCT
and processes that aid in the resolution of
violations of institutional policies, rules, or
regulations” (Council for the Advancement of

Functional ■
Standards in Higher Education, 2019, p. 7)
Student conduct sanctions must “be

Area
educational, developmental, and not solely
punitive” (Council for the Advancement of
Standards in Higher Education, 2019, p. 11)
Student Sanctions Compliance Assistance

■ Main role: implementing and facilitating the Academic Integrity process and assigned
sanctions, in a manner that promotes student learning and development, persistence, and
success.
Legal Issues in Higher Education

■ The Family Educational Rights and Privacy Act of 1974 (FERPA)

■ The Fourteenth Amendment of the U.S. Constitution: students’ right to due process
■ Esteban v. Central Missouri State College (1969): detailed due process requirements
with the highest level of protection for the students
Student Development at Universities and Colleges,
and
Student Development Theory II

■ Student Development in Universities and Colleges: factors that contribute to student

development.
■ Student Development Theory II: the implications of systems of power, privilege, and
oppression on college student development.
■ “Thinking theoretically means paying attention to assumptions, sensing how theories
are limited, and determining how else to understand students’ development” Patton et.
al. (2016, p.63)
Theory to practice

Model of theory-to-practice translation (Reason & Kimball, 2012, p. 367)

Fundamentals of Counseling, Academic
Advising, Leadership Conversation
■ Integrative approach for using student development theory in student affairs practice:
Listening to stories.
■ Impacts and limitations.
■ Listening to stories, the pandemic and technology.
■ Limitation in attending skills in virtual academic follow-up meetings.
■ Maximizing listening skills: Microcounseling skills (Clark, 2009)
■ Multicultural competency
Student Conduct and Area of
Specialization in Academic Advising
■ Assisting the students in making meaning of their academic experience and the decision
making process regarding issues and behaviors that influence students’ ability to
succeed
■ For the development to happen it required students to experience a dissonance or crisis
(Jones & Abes, 2011)
■ Advising approach: Motivational Interviewing
■ Self authorship for educator: listen and support, but still holding the students
accountable (Baxter Magolda, 2014)
Academic Integrity and Area of Specialization
in Internationalization of Education

■ The disproportionate rate of academic integrity violation by international students

compared to domestic students (Simpson, 2016).
■ Increased effort in recruiting international students.
■ The institutional policies including academic integrity should reflect the changing
demographics of campus communities
Common theme 1: Language barrier

■ Vulnerable to plagiarism and other forms of academic misconduct, understanding rules,

and regulation, and hesitation to communicate with their instructors and other campus
supports
■ A gap between English proficiency tests score and actual writing skills for academic
essays (Fatemi & Saito, 2020)
Common theme 2: Socio cultural barrier

■ Sociocultural barrier in understanding plagiarism and the importance of citing the sources
■ The western idea of plagiarism is not always applicable in other countries
■ Memorization and accuracy without alteration

In Arabic cultures words of wisdom are traditionally passed orally through generations (Fawley, 2011).
“In my country, knowledge is a community property” (conversation with a student during academic follow up
meeting)
In some cultures, it is considered a form of respect and honor to repeat the thoughts of another author (Fawley,
2011; Simpson, 2016).
“Good students do not challenge the teachers, but faithfully copy and reproduce” (Sowden, 2005 in Fawley,
2011, p. 156).
Common theme 3: Different perceptions
regarding dishonesty
■ Different perceptions of what behaviors are dishonest
■ Collectivist vs individualistic
Common theme 4: Pressures from family
and peers
■ Pressures from family and peers to do well and obtain high grades, which derived from
cultural context
■ Motivation for change
Common theme 5: Other pressures

■ Other pressures related to challenges of living, working, and studying in a new country
■ The pressures to fulfill mandatory compliance from immigration or sponsoring agencies
Common theme 6: Misconceptions

■ Misconceptions about academic misconduct process and related sanctions. 

Common theme 7: Challenges due to the
pandemic
■ Some students are studying remotely from their home country
■ Different time zones
■ Unfamiliarity with campus support and resources
■ Isolation, lack of sense of belonging
Interventions

1. Required course for the new international students, freshmen, and transfer students; show an
educational video in each classroom on the first day of classes (Fawley, 2011; McCarthy, 2020).
2. Develop programs and services that focus more on developing students’ skills and knowledge in
both writing and integrity to prevent academic integrity violations (Bretag, 2016 in Fatemi &
Saito, 2020; Kaktins, 2019).
3. Peer support program to address the needs of students from collectivist culture (Simpson, 2016). 
4. Implicit bias training and academic integrity training for faculty, Teaching Assistants, and
administrators (McCarthy, 2020; Simpson 2016).
5. Institutional research regarding international students and academic misconduct (Fatemi & Saito,
2020; Simpson 2016).
Academic integrity and international
students
■ Complex and involved social, political, and cultural contexts
■ Dissonance between cultural values between the students and host institutions.
■ Specific efforts are required to ensure awareness and to educate international students
regarding academic integrity.
■ Faculty and administrator should take into account the cultural differences that impact
academic and social behavior related to academic integrity compliance
Reflection

■ Student Conduct specifically Academic Integrity is an area of Student Affairs that I

unintentionally pursued but unexpectedly become an influential element in my
development as a Student Affairs practitioner. 
■ CSSA Competencies and Core Values, area of specialization, and intersection.
■ Meaning-making: students and myself.
■ My growth in my role as a Student Sanction Compliance Assistant.
“HOW CAN I BE OF SERVICE TODAY?”
– NOT A CONCLUSION;
RATHER A STARTING POINT

RODERICKS & MCCOY (2015)

2006 – 2021
Fifteen years of a Mother’s journey
in getting a Master’s degree

"The future of our world is only as bright as the future of our girls." 
- Michelle Obama
“FOR THE GRACE
OF THE PRESENCE,
BE GRATEFUL” 

- RUMI
I’m here to learn, love, live and to tell my story of my journey
To this country through my multiply intersecting identities and my vantage points.
As a womyn I believe in something greater out there,
And, therefore, I have found something greater within.
Sit down and let’s get to know ourselves now that my pen is down.

Sydney Viray, 2012 ( in Nash & Viray, 2013).

 References
■ Baxter Magolda, M. B. (2014). Enriching Educators’ Learning Experience. About Campus, 19(2), 2–10. https://doi.org/10.1002/abc.21150
■ Clark, M. R. (2009). Microcounseling skills. In A. L. Reynolds (Ed.), Helping College Students: Developing Essential Support Skills for Student Affairs Practice. San Francisco, CA:
Jossey-Bass.
■ Council for the Advancement of Standards in Higher Education. (2019). CAS professional standards for higher education (10th Ed.). Washington, DC.
■ Fass-Holmes, B. (2018). International students reported for academic integrity violations: Demographics, retention, and graduation. Journal of International Students, 7(3), 644–669.
■ Fatemi, G., & Saito, E. (2020). Unintentional plagiarism and academic integrity: The challenges and needs of postgraduate international students in Australia. Journal of Further and
Higher Education, 44(10), 1305–1319. https://doi.org/10.1080/0309877X.2019.1683521
■ Fawley, N, (2011). Addressing academic integrity: Perspectives from Virginia Commonwealth University in Qatar. In P. A. Jackson & P. Sullivan (Eds.), International students and
academic libraries: Initiatives for success. The American Library Association.
■ Hughey, J., & Pettay, R. (2013). Motivational interviewing: Helping advisors initiate change in student behaviors. In J. K. Drake, P. Jordan, & M. A. Miller (Eds.), Academic advising
approaches: strategies that teach students to make the most of college. Jossey-Bass, A Wiley Brand/NACADA.
■ Indigenous Land Recognition. (n.d.). Associated Student of Oregon State University. Retrieved from https://asosu.oregonstate.edu/land-rec
■ Jones, S. R., & Abes, E. S. (2011) The nature and uses of theory. In J. H. Schuh, S. R. Jones, S. R. Harper & Associates (Eds.), Student services: A handbook for the profession
(5th Ed.). Jossey-Bass.
■ Kaktiņš, L. (2019). Does Turnitin support the development of international students' academic integrity? Ethics and Education, 14(4), 430–
448. https://doi.org/10.1080/17449642.2019.1660946
■ Kaplin, W. A., & Lee, B. A. (2014). The law of higher education. San Francisco: Jossey-Bass.
■ McCarthy, C. (2020). Understand factors that impact international student academic integrity. The Successful Registrar, 19(12), 1–8. https://doi.org/10.1002/tsr.30678
■ Nash, R. J., & Viray, S. (2013). Our stories matter: Liberating the voices of marginalized students through scholarly personal narrative writing. Peter Lang Publishing.
■ Native Governance Center (n.d.). Indigenous land acknowledgement. Retrieved from https://nativegov.org/a-guide-to-indigenous-land-acknowledgment/.
■ Patton, L. D., Renn, K. A., Guido-DiBrito, F., & Quaye, S. J. (2016). Student development in college: theory, research, and practice (Third edition.). San Francisco, CA: Jossey-Bass &
Pfeiffer.
■ Razek, N. (2016). Academic integrity and international students: Culture, challenges, and learning habits. In D. M. Velliaris (Ed.), Handbook of Research on Academic Misconduct in
Higher Education (pp. 327–342). IGI Global. https://doi.org/10.4018/978-1-5225-1610-1.ch015
■ Simpson, D. (2016). Academic dishonesty: An international student perspective. Higher Education Politics and Economics, 2 (1). Retrieved from 
https://digitalcommons.odu.edu/cgi/viewcontent.cgi?article=1012&context=aphe
■ Student Conduct and Community Standards (n.d.). About Us. Retrieved from https://studentlife.oregonstate.edu/studentconduct/about-us
■ Reason, R. D, & Kimball, E. W. (2012). A New Theory-to-Practice Model for Student Affairs: Integrating Scholarship, Context, and Reflection. Journal of Student Affairs Research and
Practice, 49(4), 359–376. https://doi.org/10.1515/jsarp-2012-6436