1. What is the background on Lewis & Clark’s policies and Code?

Like any community, we have a set of collaboratively established standards that all members are expected to uphold in order to maintain the safety and educational purpose of our community. Our guiding principles of mutual respect, civil discourse, responsible decision-making, and personal accountability inform these standards that are detailed in the Student Code of Conduct. 

When students complete their registration agreement to attend Lewis & Clark, they acknowledge their responsibility to “be familiar with the academic and administrative regulations, procedures, and policies”, which includes the Student Code of Conduct and college policies. 

Additionally, Lewis & Clark is required by Federal law to comply with certain standards as an educational institution that receives federal financial aid.

2. What is Restorative Justice?

Restorative justice is a conflict resolution framework that focuses on student learning and community building while also holding students accountable for how their actions impact others. We have chosen Restorative Justice as the guiding philosophy for Student Rights & Responsibilities to pursue a more just and educational system to resolve issues of misconduct.

In keeping with this philosophy, we have implemented several practices over the past three years that reflect Restorative Justice. Some examples are: 

  • The use of informal meetings to resolve issues of misconduct whenever possible, through which students and Resolution Coordinators attempt to reach agreement as to how an issue can be resolved. 
  • We reserve the right to declare that issues of potential misconduct that are resolved through an informal process may not become a part of a student’s disciplinary record, as they are resolved through an educational process. 

3. What is the difference between an Agreed Resolution and a Formal Adjudication?

The Assistant Dean of SRR determines how each conduct case will be resolved. While there are several conflict resolution pathways available, most students documented for alleged misconduct have either an informal meeting (to hopefully reach an agreed resolution) or a formal hearing (as outlined in the Code). To learn about what informal and formal processes look like, view our “student conduct” tab. 

Both informal meetings and formal hearings rely on dialogue between the student and the administrator. In an informal meeting the Resolution Coordinator and the student attempt to reach an agreed resolution regarding which policies were violated and how the issue will be resolved. In an administrative hearing, the hearing officer determines which policies were violated and how the issue will be resolved. While administrative hearing records become part of a student’s disciplinary record, we reserve records from cases resolved informally as non-disciplinary records.

Students with severe allegations of misconduct or multiple violations will typically be referred for an administrative hearing.

4. How can I prepare for my hearing?

Start by thoroughly reading the official correspondence that you received confirming your hearing time, and be sure to scroll down so that you can read the attached report that initiated your hearing, as well as the SRR process flowchart. If you have any questions, feel free to get in touch with our office. You may also read more about formal hearings in the Code of Conduct. 

5. What if I disagree with my outcome?

After a Formal Adjudication, an involved student may appeal for a variety of reasons. A full outline of the possible grounds for appeal can be found in the Code of Conduct.

6. How are conduct issues typically resolved?

When a student is found to be responsible for violating College Policies, they are typically assigned one or a series of outcomes that they need to complete in order to resolve the case. Outcomes serve as a way for students to remedy any harm they may have caused, reflect upon the impact of their actions on the community and themselves, and provide educational pathways for student growth in a variety of areas (conflict resolution, organization and planning, academic success, stress management, etc).

Outcomes assigned vary greatly, and are typically tailored to each individual student’s situation and needs. They range from apologies to reflection papers, from community service to disciplinary probation, and can include suspension or dismissal. Resolution Coordinators and hearing officers will explore possible outcomes with involved students during their respective meetings or hearings.