Student Integrity Responses

After reviewing the incident report, the Director of Student Integrity or their designee chooses among several options to address the student(s) involved in the incident. First time violations or minor violations are generally referred to an restorative conference facilitated by a hearing officer. If the hearing officer chooses to refer an incident beyond the restorative conference level, they, in consultation with the Director of Student integrity, will determine whether the case will be handled as an administrative hearing, a Peer Conduct Board hearing, or an administrative panel hearing. Incidents may also be addressed through an alternative resolution.

The Assistant/Associate Director of Student integrity and the Director of Student Integrity also decide who will serve as the hearing officer or who will serve as panel members. Panel members are chosen from a pool of University and Student Development faculty, staff, and administrators trained to hear cases. Both decisions are based on the nature of the incident and the conduct history of the student(s) involved in the incident.  

Restorative Conference

The Associate Director of Student Integrity, a Student Integrity Graduate Assistant, or Area Coordinator generally will hear first offenses or minor violations of the Community Standards. During the conference, a discussion will occur as to the student’s involvement in the incident and the circumstances surrounding the incident. Together, the student and the hearing officer will determine what violations of the Code occurred. If a student accepts responsibility for the violations, the remainder of the conference will be spent discussing what sanctions are appropriate. The student then signs an agreement with the charges and the proposed sanctions, thus waiving the right to appeal this decision.

If the student does not accept responsibility for the violations with which they are charged or does not agree with the sanction(s) imposed, the case will then be referred to the Director of Student Integrity for an administrative review.  
 
During an administrative review, the Director of Student Integrity (or their designee) will review the materials related to the case, the grounds on which the student requested the review, and the findings and sanctions determined by the hearing officer. The Director of Student Integrity may then decide to:  
  
1. Affirm the original decision of the hearing officer.  
2. Affirm the original decision of responsibility for some or all of the charges and change the sanction (which may be either reduced or increased).  
3. Reverse the original decision of responsibility for some or all of the charges.  
4. Refer the case to an administrative hearing. 
 

Administrative Hearing

Administrative hearings are more structured than restorative conferences. An administrative hearing generally occurs when one or more of the following situations exists: 1) a resolution does not occur during the restorative conference, 2) the student fails to attend a restorative conference or to respond to a request for an restorative conference, or 3) the severity of the alleged violation or the student’s prior conduct history warrants an administrative hearing.

The student will be notified in writing of the charges of violations of the Community Standards. In the charge letter, the student will be given the date, time, and location of the hearing or will be asked to schedule an appointment. Administrative hearings are held before either the Peer Conduct Board, an administrative panel, or an administrative hearing officer. During the hearing, the student will be expected to respond to the charges listed in the charge letter. The student will be asked to explain their involvement in the incident and, if found responsible, what sanctions/resolutions would be appropriate.  The Rights and Responsibilities of Students in the Hearing Process apply to administrative hearings.

Peer Integrity Board

The Peer Integrity Board is comprised of Student Integrity Ambassadors (SIAs), a group of student leaders who hear student integrity cases for undergraduate students. These student leaders encourage accountability and personal growth by helping students reflect and learn from their experiences.

A Peer Integrity Board hearing typically comprises three to five student integrity ambassadors and one non-voting advisor. To have a quorum, three students and the advisor must be present. These students are selected and trained to hear student integrity cases. The Peer Integrity Board will usually hear cases that involve violations that have an impact on the larger community in which students live. These violations include, but are not limited to quiet hours, roommate conflicts, disorderly gatherings, alcohol violations, and visitation.. The Peer Integrity Board hears the case, decides on responsibility for the charges, and determines sanctions.

The Rights and Responsibilities of Students in the Hearing Process apply to the Peer Integrity Board hearings.

Alternative Resolution Pathways

To foster a learning-centered approach to student accountability, the Office of Student Integrity offers several Alternative Resolution Pathways designed to promote personal development, conflict resolution, and community repair. These pathways may be used in lieu of or in addition to the formal student integrity process, when appropriate:  
  
Educational Conversations: Educational Conversations are structured, one-on-one meetings between a student and a staff member designed to review the university’s policies, explore the impact of a student's choices, address root causes of behavior, and provide guidance for aligning future actions with community expectations. No formal conduct record is created unless the behavior escalates or is repeated.  

Conflict Coaching: Conflict Coaching is a one-on-one, skill-building process that helps students improve their ability to manage conflict effectively. It empowers students to analyze a conflict, clarify goals, and develop strategies for engaging in productive dialogue. A trained staff member guides the student through understanding the conflict, identifying underlying needs and emotions, and exploring response options. Students practice communication and conflict-resolution skills tailored to their situation. Conflict Coaching can stand alone or serve as preparation for mediation or restorative processes.  

Restorative Justice Practices: The Director of Student Integrity (or designee) may refer a student integrity case to the restorative justice practices (RJP) process. The Director of Student Integrity and the Co-Chair of the RJP Steering Committee will meet to discuss the case and determine the most appropriate restorative action, which may include: 

• Restorative Conversations: Informal dialogues that allow participants to discuss what happened, who was affected, and what is needed to move forward. 
• Restorative Dialogues: Structured conversations that bring together individuals who have been harmed with those responsible for the harm, as well as affected community members. The purpose is to foster understanding, acknowledge responsibility, repair relationships, and promote healing through mutual respect and open communication. 
• Restorative Circles: Inclusive, facilitated group processes used to build community, address conflict, or repair harm. Participants sit in a circle and speak honestly in turn, often using a talking piece, while reflecting on shared values, experiences, or challenges. Circles create space for collective healing, empathy, accountability, and deeper connection.
• Restorative Agreements: Mutually developed action plans that may include service, education, apologies, or other reparative measures. 
   
  The Office of Student Integrity reserves the discretion to determine  which pathway is appropriate based on the nature of the concern, student needs, and community impact.