Deposition of Mary Beth Snyder

- Page 29 Page 31
C 1 could very much change the nature of how we interact with 1 A. I would question whether or not we would have, what kind of
2 the student, the individual. These could be program 2 rules and regulations would apply to those individuals who
3 participants in anything, and | can't imagine how families 3 are living there who aren't in a degree program. When we
4 would feet about having their degree seeking students 4 have limited space on campus, we would have a whole set of
5 living next door to individuals who aren't degree seeking 5 issues if the halls were opened to community members who
6 students. It could change the entire nature of the 6 aren't enrolled.
7 relationship between the university and the people in 7 Q. I'mtalking specifically about OPTIONS Program
8 housing to the point where it's, it's no longer an academic 8 participants, what undo administrative expense?
9 program per se. You've got people there who could be 9 A. Expense?
10 living across the street and, you know, old person's home, 10 Q. What undo administrative burden are they going to create?
an you could have anybody there. You could have all kinds of | 12 A. Just take an example, you have study floors, you've got
12 people living there if you open. 12 quiet hours, you've got all kind of rules that are designed
13 Q. But if you open it up to the OPTIONS Program students, 13 to work well and keep students who have serious degree
14 you're having students that, back up. 14 aspiration on task. And if you've got individuals, OPTIONS
15 If you open it up to participants in the OPTIONS 15 or otherwise, who are not degree programs, student staff
16 Program who have gone through an application process tobe | 16 wouldn't, they would have to have multiple sets of rules
17 admitted to this university activity program, who are 17 and policies that would guide their interactions with these
18 required to attend a certain number, take a certain number 18 different segments of the residential population.
19 of credits each semester, wouldn't you say that 19 Q. Could you give me a for instance?
20 demonstrates a commitment to a participation in the 20 A. Well, let's take quiet hours, that's a rule that student
a1 university's community? 21 staff enforce. Or let's limit it to that, and you've got
22 A. I would say that housing is there to serve the interest of 22 individuals there who really aren't getting graded in
23 the university in moving students through the pipeline to 23 classes, aren't taking classes, perhaps it's a group that
24 get their degree, and OPTIONS students don't have that goal | 24 comes in for semester long seminar in the business school.
25 and purpose when they -- 25 What the student staff would, they would constantly be
{ Page 30 Page 32
1 Q. The options -- 1 trying to intervene I'm sure in situations where
2 A. ~are participants. 2 nonstudents might choose not to follow the rules that apply
3 Q. -- participants aren't the same as someone coming in from 3 to the enrolled student population.
4 off the street and filing an application to live in housing 4 Q. What happens to students that don't follow the rules in the
5 on campus, would you agree with that statement? 5 dormitory?
6 A. I would agree that they are, it's a unique program. So 6 A. The students that don't follow the rules in the dormitory
7 there are other unique programs as well that the university 7 are potentially disciplined.
8 is associated with. 8 Q. They are Subject to discipline?
9  Q Ifit's aunique program, could a unique rule be created 9 A. They're subject to a disciplinary process, which includes
10 for this program? 10 expulsion from the halls or the university.
11 A. I wouldn't want to oversee a presidential system where you il Q. So participants in the OPTIONS Program, if they were
12 pick and choose which participates in unique programs live | 12 allowed in, you've given me one example of undo burden to
13 in the residence halls. 13 the student housing monitors, or hall monitors, or what?
14 Q. Would allowing the participants in the options program into | 14 A. Residential assistants. [
15 housing create any undo expense for the university to your 15 Q. Residential assistants, thank you. What other undo burdens l
16 knowledge? 16 do you see for these residential assistants?
17 A. Having individuals who don't have degree aspirations in the} 17 A. Theresidential assistants would, in trying to create |
18 halls, in my professional judgment, puts the extra burden 18 community, could they expect the nonenrolled students to be |}
19 on the student staff, and the halls, and the management of 19 integrated in the kinds of activities. They have floor
20 the halls in general. 20 meetings, they have faculty coming into the halls talking
21 Q. You're talking about administrative burden? 21 to the students. They try to get their entire floor there,
22 A. Yes. 22 if they don't, now this is not a disciplinary situation,
23 Q Iwas going to ask that next. Since you brought it up, 23 but if the students don't come, the enrolled students, they
what would be that, what do you see the extra follow-up and say, you know, why didn't you come to the
administrative burden that they would have to endure? enrolled, to the floor meeting. I can't imagine an

8 (Pages 29 to 32)

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EXHIBIT
6



Deposition of Mary Beth Snyder

Page 9 Page 11
C 1 A. Yes. 1 the university provides?

2 Q. What were those programs? 2 A. Asservice that the university provides would include

3 A. Housing is restricted to enrolled students, I would 3 recreation services, programs of the Oakland Center,

4 characterize that as an academic program. Many of the 4 lectures, programs that, counseling perhaps. Those would

5 programs that report to me have an academic requirement 5 be examples of services.

6 that students be enrolled to participate, including many of 6 Q. What responsibilities do you have in relation to the

7 our international student programs, student organizations 7 academic programs that you have responsibilities over?

8 have a rule that you have to be an enrolled student to be 8 A. Loversee admissions, which is directly related to the

9 an official of a club or organization. We have program 3 academic enterprise, financial aid as directly related to
10 rules for Graham Health Center, who can and cannot use the | 10 student's ability to stay in the academic enterprise,
a1 Graham Health Center. Those would be examples. ai housing, disabled student services. We do call that a
12 Q. And what do you consider an academic program? 12 service, but it is restricted to students. We are
13 A. I consider an academic program one that is focused on the | 13 complimenting in the career area what's going on in the
14 purpose of moving students toward an academic degree, 14 classroom, I oversee that aspect, trying to prepare
15 achievement of an academic degree. 15 students alongside their classroom experience to prepare
16  Q. How does housing move them toward achieving an academid 16 them for their first jobs.

17 degree? 17 Q. So persons attending the university but are not working

18 A. The services and programs are there in housing to 18 towards a degree or certificate, is just students

19 re-enforce the serious and focused requirements that will 19 continuing education program, are they, do they have

20 move a student in the direction and influence them to 20 available to them the disability support services

21 achieve an academic degree. 21 department?

22 Q. Do you know what percentage of students attending Oakland 22 A. No, they do not.

23 University are commuter students? 23 Q. So if an individual was auditing a class let's say, and

24 A. Thenumber is approximately, in the freshman year 24 they were blind and needed the book in braille, that

25 approximately -- 25 service would not be provided, or that accommodation would
€ Page 10 Page 12

1 MR. BOONIN: Regularly enrolled students you're 1 not be provided to them?

2 talking about? 2 A. Lam not sure of that. Not to my recollection, I don't

3 MR. DAVIS: Yes, regularly enrolled students. 3 know whether they are or not.

4 A. Approximately eighty-five percent. 4 Q. Ifagain an individual is auditing a class, not working

5 Q (Continuing by Mr. Davis:) Just to be clear. Like in any 5 towards a degree, if they were wheelchair bound, and needed |

6 given academic semester, what percentage of the student 6 an accessible classroom or something, would that be

7 body is commuter students, do you know? 7 something that would be accommodated through disability

8 A. Eighty-five, ninety percent. 8 support services?

9 Q. If they're moving toward achieving an academic goal or 9 A. Asstudent who is in continuing education auditing a class?
10 degree and outcome, correct, the commuting students? 10 Q. Aperson who's auditing a class, not working towards a
11 A. Many are engaged in programs that lead, they're enrolled 11 degree, I don't know if you considered them a student or
12 and courses that lead to a degree. 12 not?

13 Q. So I guess I'm trying to understand how housing is an 13 A. We do not, we do not serve through our accommodation
14 academic program at least, or is involved in the academic 14 process individuals who aren't enrolled in a regular degree
15 aspect of the university? 15 program who haven't been admitted.
16 A. How do you define academic? 16 Q. What if they are in continuing education program working
17 Q. You're the one who said that housing is an academic 17 towards a certificate?
18 program. I'm trying to understand what you consider an 18 A. I don't know the answer to that question.
19 academic program? 19 Q. Are they considered students if they're enrolled in
20 A. It's an enriched environment with programs and services 20 continuing education department but are only working
21 that are designed specifically to keep the student focused 21 towards a certificate?
22 on their degree objectives. 22 A. No, they are not considered an enrolled student.
23 Q. Okay. So it's not a service that the university provides? 23. Q. Areyou aware that the continuing education department
A. No, it's an experience. 24 offers a number of certificate courses in its curriculum?
Q. It's an experience. What woul A. lam not familiar with all of the options that the academic

3 (Pages 9 to 12)

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Deposition of Mary Beth Snyder

Page 25 Page 27
Cc, 1 A. Yes, they are given to them in a handbook. 1 Q. Would waving this rule about being enrolled in the
2 Q. Do they have to sign acknowledging it? 2 university as a matriculating student, waving that housing
3 A. I can't answer for sure whether they sign something. 3 condition for eligibility, would that change or alter the
4 Q. Go ahead. 4 nature of the housing program?
5 A. I vaguely recall a statement, but I don't know if they 5 A. Yes, it would.
6 still operate according to that procedure, that they sign 6 Q. How so?
7 off on a statement that they agree to abide by them. 7 A. You would have individuals living in housing who have a
8 Q. Was there any concerns that because Micah had difficulty 8 very different purpose for being there then for what
9 with reading and writing that he would not be able to 9 housing is designed for.
10 understand the rules and responsibilities of living in 10 Q. How would their purpose be different?
ql campus housing? 11 A. Their purpose would be different because they would not be
12 A. That would be a concern that was expressed between 12 continuously enrolled in courses that are important to li
13 Mr. Maten and myself. 13 their degree aspirations. They would have very different
14 Q._ Did you ask Micah about his ability to understand the rules} 14 needs for services. It would be hard to say for anybody
15 and responsibilities of living on campus? 15 that wasn't a student what their requirements would be.
16 A. I didnot ask Micah. 16 Right now we designed the programs and services to keep
17 Q._ Did you look into the possibility of, re-ask that question. 17 students focused on achieving the academic degree.
18 Are there students that, who are entered in degree 18 Q. Options students have requirements to attend a certain
19 programs that have accommodations regarding rules and 19 number of course each semester; is that correct?
20 policies? And by that I mean, let's say you havea student | 20 A. That's my understanding.
21 that was blind, a student that is enrolled in the 21 Q. So you checked into this when you were reviewing it, is
22 university, working towards a degree. Are such rules and 22 that what you found when you were reviewing this?
23 regulations provided to them either in braille, or maybe by | 23 A. Isaw the proposal for what was being thought about the
24 having someone read them to them and them acknowledging 24 components of the program. I don't know firsthand what is
25 them verbally? 25 actually required.
C Page 26 Page 28]
1 A. That would be an accommodation that we would make for a 1 Q. Okay. Would it have affected your decision to know that
2 student who qualified for admission. 2 they are to maintain a certain number of credit hours each
3 Q. Was that ever considered as a possibility in Micah's 3 semester at the university?
4 situation? 4 A. No, it would not.
5 A. No. 5 QQ Whynot?
6 Q. Why not? 6 A. Because I leamed that they are not, they had not gone
7 A. Because he wasn't enrolled at the university and not been 7 through the admissions process, and been determined to meet
8 admitted. 8 the requirements that allowed individuals to become a
9 Q. Theenrollment in the university as a matriculating 9 degree for a candidate, or a candidate for a degree. I'm
10 student, re-ask this question. 10 sorry.
al What is Micah's enrollment status with the university? a. Q. If there had been a certificate offered for the OPTIONS
12 A. As Lunderstand it, he's in a continuing ed program. 12 Program, would that have changed your decision?
13 Q. Ishea student at the university? 13 A. No.
14 A. Not according to the official definition of what a student 14 Q. Why not?
1s is. 15 A. Because individuals who receive certificates aren't, to my
16 Q. Ishea participant in a university program? 16 knowledge, an enrolled student in a degree program.
17 A. Heisa participant in a university program. 17 Q. What about the housing program, in terms of what it offers,
18  Q. Participant in the university academic program? 1s would be changed by allowing a person from the OPTIONS
19 A. I would say no, according to what the common knowledge of 19 Program to live in housing on campus?
20 an academic program is. 20 A. The culture itself would change. You've got a culture with
21 Q. Ishea participant in an activity of the university? 21 undergraduates who all have the same goals, and that is to
22 A. Yes. 22 move toward degree completion. Having individuals who
23 Q. And the OPTIONS Program would be an activity of the 23 aren't of a similar mind set, who don't have that goal,
university? changes the nature of the program. And you would have
A.

._Yes, it would be.

undergraduates i in an environment with nonstudents, that

7 “(Pages 25 to 28)

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248-608-9250
Electronically signed by Amanda Grosshans (501-183-703-0801)

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