This case study is dedicated to my supervisor, mentor, and friend Sarah Marshall. Sarah helped shape me into the leader I am today, and I am grateful for the opportunity to help her memory live on in a way that can help develop others in the field of education.
Abstract
Each individual copes with death and grief in a different way and at a different pace. Death means different things to different individuals and cultures. So, what happens when a co-worker or supervisor at a higher education institution passes away unexpectedly? What is the correct way to handle this as a department? Is there a correct way to do so? This case follows Andrea, an Associate Director at the Center for Academic Success (CAS) and highlights the complexity of decision-making in crisis situations. Andrea faces the challenge of supporting over 200 student employees, three graduate assistants, and one other full-time staff member who all had a close working relationship with the recently deceased Peer-Assisted Learning (PAL) Program Coordinator, Madison. This scenario provides an opportunity for exploration and reflection on the challenges that may arise when a community is in crisis but students still rely upon the office and team for support.
Keywords: Academic Success, Death and Grief, Decision-Making in Crisis, Well-Being
Characters
Andrea (she/her) serves as an Associate Director at the Center for Academic Success (Peer Support Programs). Peer Support Programs is made up of two programs: Tutoring and Peer-Assisted Learning (PAL). Andrea has been in her position as Associate Director for three years and was previously in the PAL Program Coordinator role for three years as well. She has developed strong relationships with the PAL and Tutoring Program Coordinators, acting as their direct supervisor. Andrea also makes continuous efforts to connect with the 200+ student employees that both programs employ each semester and places a strong emphasis on community.
Michael (he/him) serves as the Tutoring Program Coordinator at the Center for Academic Success. He has been in his role for three years and is a State University alum. He trains, supervises, and mentors around 80 peer tutors each semester. He had a close working relationship with Madison before her passing.
Brianne (she/her) serves as the PAL Program Graduate Assistant at the Center for Academic Success. She moved from Michigan largely to become a member of the PAL team and has been in this role for less than six months. Madison was her direct supervisor, but Brianne also saw her as a mentor and friend.
Context
This case is set at State University (SU), a large, public four-year institution in the Southeast region of the United States. SU enrolls around 25,000 students pursuing one or more of 80+ majors, 90+ minors and 130+ graduate degree programs. The Center for Academic Success at SU exists to supplement student learning in and out of the classroom. Peer Support Programs (Tutoring and PAL) provide students with the opportunity to master course concepts and effectively use their study time to learn and collaborate with other students who are also focused on their academic success.
Each program employs between 80 and 100 peer leaders each semester. These peer leaders are trained extensively on how to assist undergraduate students with course concepts and study skills, but they are also trained on effective ways to cultivate community and sense of belonging in their study sessions. The unit sees community as a foundational pillar of success for students and staff. Both programs combined provide support for around 10,000 SU students each semester.
Case
It is around 9:00 a.m. on a stormy Wednesday morning in January. Andrea has just finished up her weekly meeting with the Director of the Center for Academic Success. When she returns to the office space she shares with Michael and Madison, she realizes that Madison’s door is still closed, and her office is dark. This is out of the ordinary because Madison typically arrives at the office between 7:30-7:45 a.m. each morning. After confirming that Michael has not seen her yet that morning, they both reach out to Madison to check in. As the minutes pass and they don’t receive any communication back, they start to worry, especially given the bad weather and various reports of traffic accidents in the area.
At 10:00 a.m., Brianne arrives at the office and Michael lets her know about Madison’s absence that morning and they both agree that it is not like her to be late for work. Around that same time, Andrea decides to reach out to nearby hospitals just in case Madison got in a minor accident and was transported to a hospital for safety precautions. To her dismay, none of the hospitals are able to give her any kind of information regarding recent intakes.
With no information about Madison’s whereabouts and no one else to contact, Andrea asks Brianne if she wants to take a walk to help calm their nerves while they impatiently wait for something, anything from Madison. Just as they near the end of their walk, Andrea receives a phone call from Madison’s partner. It is then that Andrea receives the devastating news that no one could have seen coming. Madison had passed away in a tragic accident on her way to work that morning. Andrea and Brianne are immediately overtaken by shock and grief. They make their way to the Director of CAS’s office to share the news of Madison’s passing. Their minds race with questions. What now? What do we tell the peer leaders? How do we tell them? When do we tell them? How do we support them? How do we support the students? How do we support ourselves?
Given the limited amount of time they have before news of Madison’s death becomes public, they know they must act quickly. The first question is, how can they possibly gather 200 peer leaders in one room within the next couple of hours on a random Wednesday? It is unrealistic to assume that this is possible. Their minds go to the select team of student mentors in the program who worked most closely with Madison and Brianne on a day-to-day basis. Getting them together is more realistic, especially with Brianne involved. They decide to bring in the mentors, share the news, and discuss immediate next steps.
Within the hour, all 12 mentors are in a room with Andrea, Michael, Brianne, and an on-call grief counselor who joins for support. Breaking the news to the student mentors is gut-wrenching, but it is obvious that each individual takes the news differently. No one reaction is identical to another. One mentor asks how and when the staff plan to notify the rest of the program. Another asks if PAL and Tutoring sessions will be canceled for the day, for the week, or for the rest of the semester. The staff members’ minds continue to race. What now? What do we tell the peer leaders? How do we tell them? When do we tell them? How do we support them? How do we support the students? How do we support ourselves?
Discussion
- From an outside perspective, what would you do differently and/or next if you were in Andrea’s position? On a scale of 1 to 4 (1 being not at all realistic, 4 being very realistic), how realistic is it that you would make these decisions in a moment of crisis? What factors might be obstacles to you making immediate and clear decisions in this situation?
- If you were in Andrea’s position, would you cancel sessions? If so, for how long? What challenges could arise for students and for peer leaders by cancelling Tutoring and PAL sessions after the accident? If you decide to continue, are there any adjustments you would make for the next round of sessions?
- This tragic accident left over 100 student employees and a graduate assistant without a direct supervisor and left a program without a coordinator. How do you keep a program this large running when the general student population is relying on your team for academic support and when staff are relying on guidance from their supervisor/leader?
- Given that student employees had different relationships with Madison and handle grief in different ways, how would you go about identifying needs and providing additional support?
- As a full-time staff member or graduate assistant in this unit, how would you navigate supporting students while also supporting yourself?
- While some crises are unpredictable, change is constant. How might a unit be able to prepare for other unexpected changes in their team?
Author Bio
Lauren Burd (she/her) was the PAL Graduate Assistant when her supervisor, mentor, and friend Sarah Marshall passed away tragically in a car accident on her way to work. Lauren now serves as the PAL Program Coordinator at Clemson University. She strives to support students with kindness, patience, and intentionality just as Sarah did.