.¹ú²ú¶ÌÊÓƵ

Sanctioning Philosophy

Student Conduct and Ethical Development (SCED) created this philosophy to provide clarity and guidance for the equitable sanctioning of students. SCED is guided by a holistic and educational approach to sanctions, recognizing the importance of human dignity, respect for all individuals, and the overall well-being and development of students. Sanctions are viewed as opportunities for education and growth rather than punitive measures. The philosophy is centered on empowering individuals to take responsibility for their actions while fostering a restorative environment. Sanctioning is a fair and just educational process that contributes to academic success and personal development of both individual students and student organizations. In implementing this sanctioning philosophy, SCED encourages students’ academic, emotional, and professional development.

PURPOSE OF SANCTIONS:

Hearing Bodies are authorized by the Code of Conduct to discern relevant information and assign the most appropriate sanction(s). Sanctions are structured to empower individuals to take responsibility for their decisions and to uphold the values of the ¹ú²ú¶ÌÊÓƵcommunity.

While it is best practice for a Hearing Body to administer sanctions that fall within the following parameters, they are not authoritatively rigid.

TYPES OF SANCTIONS:

Developmental Sanctions are designed to foster reflection on the impact of behavior.

• Charged students and student organizations should:
  • Gain insight into their values and goals
  • Recognize the impact of their decision-making
  • Develop a greater sense of responsibility

Restorative Sanctions are designed to rebuild and repair relationships within the impacted community.

• Charged students and student organizations should:
  • Recognize the impact of their decisions and repair harm
  • Engage in constructive and rehabilitative behaviors
  • Reintegrate themselves into the community in a positive manner

Environmental Sanctions are designed to connect students with resources, encourage change in behavior, and promote ethical decision making.

• Charged students and student organizations should:
  • Understand the importance of utilizing resources to navigate difficult situations
  • Develop a sense of self-awareness
  • Align their behavior with personal goals and values
  • Recognize situations that influence their behavior 

Restrictive Sanctions are designed to mitigate danger, risk, and/or injury to the campus community.

• Charged students and student organizations should:
  • Understand the importance of utilizing resources to navigate difficult situations
  • Gain insight into personal behavior and decision-making
  • Recognize and reflect on the impact of their decision-making

CONSIDERATIONS FOR SANCTIONING:

The Hearing Body has the discretion to assess each case individually, taking into account the unique circumstances, the student/student organization’s prior disciplinary history, the severity of the situation, the impact on the community, and the holistic well-being of the student or student organization. This flexibility allows for a nuanced approach that prioritizes fairness, rehabilitation, and the safety of the University and surrounding communities.

Students who engage in more harmful behavior or repetitive behavior may be subject to more significant sanctions for a violation of the Code. Students who participate honestly, who take accountability, or whose violations were less harmful may merit consideration of a lesser sanction.