Effective Questioning Techniques For Title IX Hearings
Thursday, July 7 ~ 1:00-2:00pm (Eastern)
Challenge - Effective questioning in Title IX hearings
This webinar will assist Title IX Coordinators, decision-makers (hearing officers), and other members of the Title IX team in understanding how to ask good questions in Title IX cases. It will also assist the advisors for the parties in determining how to highlight their parties’ perspectives for the decision-makers through strategic questioning of the parties and witnesses.
Asking effective questions at a Title IX hearing helps the decision-maker come to a better decision.
In Title IX hearings held under the August 2020 regulations, both the decision-makers (hearing officer/hearing panel) and the advisors may ask the parties and witnesses questions. However, the purpose of those questions differs depending on the role of the person asking the questions. The decision-makers are charged with reviewing relevant evidence and deciding whether the institution’s policies were violated. At the same time, the advisors must view the case through the lens of the party they advise to help tell their party’s story so that the decision-makers can better understand it.
While the regulations style this form of questioning as “cross-examination,” at least when done by party advisors, the questioning tends to look very different from cross-examination in a formal courtroom setting. Close-ended questions may help pin down parties and witnesses on facts, but open-ended questioning offers a different opportunity for the decision-makers to evaluate credibility. Choosing the proper techniques to use in a given situation requires being thoughtful about the goal of the questioning and what it will help the decision-makers determine when they conduct their analysis.
We’ll talk about the theories behind conducting a successful line of questioning and consider a sample case from the perspective of the hearing officer, the Complainant’s advisor, and the Respondent’s advisor to show how different questions will help the hearing officer reach a reasonable determination.
- Understand hearing objectives for decision-makers versus advisors
- Review the relevancy standard in the regulations
- Discuss different types of questioning styles and when each is appropriate
- Abide by decorum standards while asking difficult questions
- Strategize regarding questioning goals, and evolve that strategy based on a witness’s response
- Human Resources
- Student Services/Affairs
- Title IX Office
- Civil Rights Office
- Any educator interested in learning more about asking good questions in Title IX hearings
Decision-makers ask questions to get to the truth. Advisors ask questions to make a point. Both roles are helpful in reaching the best determination.
Melissa Carleton advises higher education entities in a variety of areas, including student affairs, student conduct, disability accommodations, student confidentiality, policies, contracts, governance, accreditation, and employment matters. Melissa takes a practical and proactive approach to legal issues. She particularly enjoys working on collaborative matters between educational entities.
Melissa has a great deal of experience in guiding the institutional response to allegations of sexual abuse. She regularly works with colleges, universities, career-technical schools, K-12 school districts, and private elementary and secondary schools to comply with Title IX and, where applicable, the Clery Act, as well as implementing guidance and regulations. Melissa is available to conduct impartial investigations, as well as to provide reviews of policies, procedures, and case files from a neutral perspective. Melissa trains administrators, staff members, and other investigators using real-world examples to help learn how to navigate the trickiest situations with regard to sexual misconduct.
Bio current as of July 2022.
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Funding is a little tight, how many workshops can I get for $XX?
You can buy the entire StudentLingo package (50 workshops) or we offer several a la carte options. Unlike a lot of other software companies, we don’t charge per user, so we can work with any budget. We recommend talking to other departments on campus to increase your purchasing power and to share the cost. Also, we do have a pay model whereby students pay directly. If you are interested in learning more about this option, give us a call.
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This is a feature of our platform, but comes at an additional cost. With the admin view, you get access to more advanced reporting, and you have it in real time. With the standard membership, you get monthly reports.
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- One of our partners, College of Southern Nevada, used StudentLingo to measure learning outcomes. in a study, one class had access to StudentLingo and the other cohort did not. 92% of the cohort with access to StudentLingo earned a whole letter grade higher than the cohort without StudentLingo.
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The CRLA is a group of student-oriented professionals active in the fields of reading, learning assistance, developmental education, tutoring, and mentoring. In 1989, the CRLA created a training program that is considered ‘best-practice’ for tutor training. A fews years ago, Innovative Educators partnered with the CRLA to create supplementary training modules. Our training supports learning centers in achieving level 1 certification through CRLA.
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