Writing Effective Decisions

Step 1: Pin-point the Issue

Clearly identify the question you have to determine. For example: ” Did the students actions infringe section … of the Policy on Academic Integrity?” or “Do the students circumstances warrant the granting of an academic concession under the policy?”

Step 2: Establish which Rules Apply

Locate and re-read the rules that apply, if it has been some time. Determine if the rules give you the authority to make the decision and to what extent. Look to the University Calendar, Polices, or faculty/department specific regulations, which are often posted on their respective websites. If you’re not sure, reach out to someone with experience or consider contacting the Ombudsperson for a confidential chat.

Pay particular attention to words like “normally,” “should,” or “may,” which all mean that mean that it is your job to decide an outcome responsive to the needs of the student rather than apply the same answer to all cases.

Step 3:  Give Notice to the Student

Inform the student impacted that there is an upcoming decision and what role they can play. Post or provide information about the process and the criteria for a decision. If this is a process that the student has initiated (concession, accommodation, waiver, etc.), make sure this information is accessible to the student. Often this is best done by clearly posting on a public website.

If you are making a decision about misconduct, share all information (evidence, reports, research, etc.) that you will rely on to make your decision, so that a student has a meaningful opportunity to participate, which is their right. See Trial By Surprise: Participation Rights in Misconduct Processes.

If you are making an academic integrity decision, consider using the Ombudsperson’s Template for an Academic Misconduct Notification Letter.

Step 4:  Ensure the Student has a Meaningful Opportunity to Participate

Invite the student to provide you with any information they have. To make a sound decision, it is key to have the student’s perspective. This allows them the opportunity to provide any contrary information that may help you determine what information is compelling or not. For misconduct decisions, remind yourself of the presumption of innocence.

Critically examine the power interplay. Are my actions or words intimidating the student, which could prevent meaningful participation? Have I provided the student enough time to respond based on the circumstances (exam period, holidays, etc.)? Has the student been provided resources to help (i.e. the Ombudsperson, student support or advocacy, etc.)?

Step 5: Gather and Analyze the Information

Ensure you have all relevant information to make your decision. If you don’t have the information you need, it is your duty to obtain it. If there is conflicting information, decide which side is the most compelling. Be prepared to explain how you considered each piece of information and how you resolved any discrepancies. Choosing to not address a piece of information can lead you to a wrong decision, create distrust with the student, or can lead to appeals, where your decision can be overturned.

A decision should not be based merely on suspicion. There must be information to support all conclusions. A good way of testing the reliability or credibility of information is to disclose it to a person in advance of a decision to allow them to respond to it.

Consider if there is information you ought not to factor into your decision, or at least give less weight. For example: Rumours or unsubstantiated talk (hearsay); the student’s previous academic record or actions; personal or gut feelings; untested methods (such as AI detection software); or lack of excuse or information to the contrary.

Actively remind yourself to be receptive to new information and open to having your mind changed.

Step 6:  Make your Decision in a Timely Manner

A timely decision is made within reason or permitted by policy. If there is no policy guidance, consider the circumstances: Is there a certain deadline for my decision, after which there will be negative impacts for the student? i.e course registration, graduate applications, funding applications, etc. If you exceed what is reasonable, this can create animosity and be grounds for appeal.

Step 7:  Communicate Your Decision by Providing Reasons

For lower stakes decision, communicating your reasoning can be less formal. However, it should include the how and why you came to a given decision. A simple “no” is rarely appropriate.

For higher stakes decisions, write down how you methodically and logically thought through all of the information. Include why you chose to reject any information. Use plain language and refer to the rules you used. Most importantly, include the how and why you came to a decision. For example: “Facts A, B, and C support the conclusion, because … Facts X, Y, and Z do not support the conclusion, but I find that they are not compelling, because … ”

Make sure there are no gaps in your reasoning — there should be no guess work required to understand. This is important for the person who is impacted, but also for record keeping or appeal purposes. Because-I-said-so type reasoning is not acceptable for decision-makers who are exercising public power.

For academic misconduct decisions, consider using the Ombudsperson’s Template for an Academic Misconduct Decision

Step 8:  Give Information about Appeals

Tell the person impacted about any appeal or review processes that are available to them and any time limits. Consider referring them to the Ombudsperson, if they need support. Many decision makers choose to include the Ombudsperson’s contact information at the bottom of a letter. Please do so.

Step 9:  Document Your Decision

Clearly document your decision so that others can see what information you looked at, what rules you applied, and how you reached your conclusion.