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ERIC Number: EJ1172964
Record Type: Journal
Publication Date: 2018-Mar-14
Pages: 5
Abstractor: ERIC
ISSN: ISSN-0010-0889
Disciplinary Notations: Where Do We Go from Here?
Wold-McCormick, Kristi
College and University, v93 n1 p19-22 Mar 2018
Few higher education topics have garnered as much interest in recent years as behavioral misconduct and disciplinary notifications. Academic, student affairs, and enrollment management professionals along with legislators and the general public have all had an interest in and voice on these issues. An American Association of Collegiate Registrars and Admissions Officers (AACRAO) work group charged with developing guidance for members on disciplinary notations published its report in June 2017. It has been disseminated to the AACRAO membership via distribution lists, the Web, and conference presentations, and it has been picked up by some media outlets. AACRAO staff members have shared the report with other national higher education organizations that have taken stances on this topic as well as with select legislators interested in proposing related bills. Some institutions and state systems have sought further clarification or guidance from AACRAO and/or work-group members. This article provides a brief historical framework of the changing levels of support for disciplinary notations on transcripts; summarizes the 2017 recommendations of the work group; and focuses on next steps and options for moving forward as a profession. It is hoped that the report will not simply be archived with past reports, resulting in little change in or attention to current or future practices. Rather, the goal is to minimize the historical pattern of changing stances on this issue, a pattern that has perpetuated member confusion and inconsistent practices.
American Association of Collegiate Registrars and Admissions Officers (AACRAO). One Dupont Circle NW Suite 520, Washington, DC 20036. Tel: 202-293-9161; Fax: 202-872-8857; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A