Northern Illinois University
Student Conduct
Division of Student Affairs

A student sanctioned to the sanction of the anger intervention workshop shall have the following learning outcome: A student will be able to learn to manage their emotions. A student will be able to learn where their anger comes from and how to manage their anger.

A student sanctioned to the sanction of banishment shall have the following learning outcome: Engaging in behavior that is so disruptive to the campus community and/or places the campus community at risk, results in a loss of access to the community.

A student sanctioned to the sanction of class removal or reassignment shall have the following learning outcome: The university encourages and attempts to nourish a spirit of inquiry, especially in the in the academic classroom, and through appropriate extra-academic pursuits. This atmosphere has limits. Actions or behaviors exhibited by a student that significantly, routinely, and/or pervasively disrupt the academic environment will not be tolerated. Any behavior or actions which physically endanger the class will not be tolerated.

A student sanctioned to community service will gain an appreciation for service learning. A student sanctioned to community service will be able to articulate how the experience impacted them, and how they will relate the service learning experience to their future plans.

Students who engage in counseling will utilize psycho-educational techniques to achieve symptom reduction.

Substance use assessment

A student sanctioned to the sanction of a substance use assessment shall have the following learning outcome: A student will be learn about the effects of addictive substances on the body and will be able to articulate why they will or will not change their behavior.

A student who has a sanction deferred shall have the following learning outcome: A student will be able to articulate how their current behavior or actions resulted in a violation of the Student Code of Conduct and how future actions or behavior may result in further consequences.

Detailed review of new member education process

A student organization sanctioned to complete a detailed review of the new member education process shall have the following learning outcome: The members of the student organization shall be able to articulate how the actions or behaviors of the organization negatively impacted the organization, and how those actions or behaviors were incongruent with the governing documents of the organization.

Letter of apology

A student sanctioned to write a letter of apology shall have the following learning outcome: A student will be able to articulate how their actions or behaviors impacted another member of the university community.

Monthly meetings with FSL staff

A student organization sanctioned to attend monthly meetings with FSL staff shall have the following learning outcome: The executive board of student organization will create and maintain a plan that will articulate how the student organization will ensure better compliance with applicable university policies. The executive board will convey this plan to the general membership of the organization.

No contact

A student sanctioned to have no contact with another individual shall have the following learning outcome: The student will be able to articulate how their behavior impacted the person with whom the student is to have no contact with, and how the sanctioned student will modify their behavior to avoid a similar situation, in the future.

Notification made to national office

When notification is made to a national office, a student organization shall have the following learning outcome: National offices may have some level of responsibility for local chapters. A student organization will be able to articulate how the local chapter will work with the national organization, to create a plan of how to address the violation and prevent future violations.

Parental notification

Parents are an important constituent group and the relationships between students and their parents is an important one. A student sanctioned to have a parental notification as a sanction shall have the following learning outcome:

Risk management assessment

A student organization sanctioned to a risk management assessment shall have the following learning outcome: A student organization shall be able to identify the gaps between how the organization understands and executes established university policies and procedures, and how the organization should understand and execute the established university policies and procedures. The risk management assessment will identify the gap(s) and provide a mechanism to close the gap(s).

Academic misconduct module

A student sanctioned to complete the academic integrity module shall have the following learning outcome: A student will be able to articulate the various ways that academic misconduct manifests itself, and how to prevent future violations of academic misconduct, in a given class.

Bystander Intervention training program

A student sanctioned to complete the Bystander Intervention program shall have the following learning outcomes: Demonstrate increased sense of responsibility to intervene in a problem situation to promote campus and community safety and Develop skills and self-efficacy to use direct and indirect intervention to respond to problem behavior.

Educational program creation

A student or student organization sanctioned to create an educational program shall have the following learning outcome: Through the creation of the program, the student or student organization shall be able to articulate how the behavior in which they engaged was a violation of the Student Code of Conduct, and how the information presented in this program will help to prevent other students from engaging in the same behavior.

Paper

A student sanctioned to write a paper will have the following learning outcome: A student will be able to articulate through a well-reasoned argument, the reason(s) why their action(s) constituted a violation of the Student Code of Conduct, and how to prevent future violations of a similar nature.

A student sanctioned to a fine will have the following learning outcome: The student will be able to articulate that there are both educational outcomes and punitive outcomes for certain violations. The student will also be able to articulate which outcome, educational or punitive, may prevent further violations.

A student sanctioned to a formal written warning will have the following learning outcome: A student will be able to articulate how their behavior may have constituted a violation of the student code and what steps the student will take to ensure that there are no further violations.

A student or student organization sanctioned to loss of privileges will have the following learning outcome: The student or student organization will be able to articulate why and how their behavior resulted in the loss of privileges.

A student organization sanctioned to loss of recognized student organization status will have the following learning outcome: The student organization will be able to articulate how their current actions and/or prior conduct behavior resulted in the loss of recognized student organization status.

A student or student organization sanctioned to probation will have the following learning outcome: A student or student organization will be able to articulate the definition of probation, what restrictions are in place because of the probation, and what possible consequences are for future violation of the Student Code of Conduct or other policies, while on probation.

A student sanctioned to residence hall expulsion will have the following learning outcome: A student will be able to articulate why their behavior was so disruptive to the community that it resulted in a permanent loss of privilege to live in on-campus housing.

A student sanctioned to residence hall suspension will have the following learning outcome: A student will be able to articulate why their behavior was so disruptive to the community that it resulted in a temporary loss of privilege to live in on-campus housing.

A student sanctioned to a restitution will have the following learning outcome: A student will be able to articulate that the university cares about its property and will not tolerate the damage or destruction of its property.

A student sanctioned to revocation of admission or a degree will have the following learning outcome: A student will be able to articulate why their behavior was so incongruent with the rules and values of the institution, that the institution revoked the degree or admission.

A student sanctioned to university expulsion will have the following learning outcome: A student will be able to articulate why their behavior was so incongruent with the rules and values of the institution, that the student had to cease their student status and can never return to the institution.

A student sanctioned to university suspension will have the following learning outcome: A student will be able to articulate why their behavior was so incongruent with the rules and values of the institution, that the student had to cease their student status and must separate from the institution, for a period of time.

A student sanctioned to the withholding of a degree will have the following learning outcome: A student will be able to articulate that when a violation occurs just before graduation, the consequences must be satisfied before a degree is issued.

Astin, A., Vogelgesang, L., Ikeda, E., & Yee, J. (2000)-Service participation shows significant positive effects on academic performance, values, and self-efficacy.

Counseling

Astin, Alexander W.; Vogelgesang, Lori J.; Ikeda, Elaine K.; and Yee, Jennifer A., "How Service Learning Affects Students" (2000). Higher Education. 144.

Astin, A. (1984). Student involvement: A developmental theory for higher education. Journal of College Student Development. September/October, 1999 40 (5).

Baldizan, E. M. (2002). Development, Due Process, and Reduction: Student Conduct in the 1990s. New Directions for Student Services, 29-39. doi:10.1002/ss.8203

Cullaty, B. (2011). The Role of Parental Involvement in the Autonomy Development of Traditional-Age College Students. Journal of College Student Development52(4), 425-439. Johns Hopkins University Press. Retrieved May 1, 2019, from Project MUSE database.

Duke University

East, Julianne PhD and Donnelly, Lisa, Taking Responsibility for Academic Integrity: A collaborative teaching and learning design, Journal of University Teaching & Learning Practice, 9(3), 2012.

Gidycz, C. A., Orchowski, L. M., & Berkowitz, A. D. (2011). Preventing Sexual Aggression Among College Men: An Evaluation of a Social Norms and Bystander Intervention Program. Violence Against Women, 17(6), 720–742.

Howell, M. T. (2005). Students' Perceived Learning and Anticipated Future Behaviors as a Result of Participation in the Student Judicial Process. Journal of College Student Development, 46(4), 374-392. doi:10.1353/csd.2005.0035

LaTrobe University

Project Muse

Matuszewski, M. (2019). Program Evaluation, Anger Intervention Workshop.

Sage Publications

Stimpson, M. T., & Janosik, S. M. (2011). Variability in Reported Student Learning as a Result of Participating in a Student Conduct System. College Student Affairs Journal, 19-30. Retrieved April 4, 2019

Substance Abuse and Mental Health Services Administration. (2009). Alcohol Use, Misuse, and Underage Drinking. Behavioral Health Among College Students & Information Resource Kit, pp. C-4.

Vanderbilt University