An Educational Conference is the first step after a report or referral is received. It’s a conversation—not an interrogation—where a conduct officer meets the student to review the information received, talk through what happened, and hear the student’s perspective. The goal is to help the student understand the concerns, ask questions, discuss possible next steps, and gather any other relevant information that the student wants to share about the incident in question.

During the meeting, the conduct officer will explain the specific policy that may have been violated and walk the student through how the process works. Many cases are resolved at this stage because the student and the officer agree on what occurred and what educational outcomes might help the student move forward. It is designed to be supportive, informative, and focused on learning and accountability rather than punishment.

A Hearing happens when a student disagrees with the information or outcomes discussed during the Educational Conference. Hearings are more structured but still designed to be fair, respectful, and student-centered. A decision-maker reviews all relevant information, listens to statements from the student and any other parties, and asks clarifying questions.

Students have the opportunity to share their side of the story, present information, and bring a support person if they choose. At the end of the hearing, the decision-maker determines whether university policy was violated and, if so, what educational outcomes or sanctions are appropriate. The focus remains on understanding what happened and helping the student learn, grow, and stay aligned with campus expectations.

In order to hold a student responsible for a Code of Conduct violation, the decision maker uses the preponderance of evidence, meaning that they need to be more sure than not (or 51% sure), that a violation occurred.

The Appeal process gives students an opportunity to request a review of the outcome if they believe something about the initial decision was incorrect or unfair. Appeals are not a “redo” of the conduct process; instead, they are a chance for a new reviewer to look at specific concerns, such as a procedural error, new information that was not available earlier, or a sanction that seems clearly disproportionate.

Students submit a written appeal explaining the reason(s) they are requesting a review. The appeal reviewer then weighs that information alongside the original case materials to determine whether any changes are needed. The goal of the appeal process is to ensure fairness, consistency, and accuracy while bringing the case to a meaningful resolution.