Student Conduct

Learning Outcomes

At its core, student conduct work reflects institutional priorities of learning and growth. Staff at the University of Washington who work with students in the conduct process do so in a way that closely aligns with student development theories and best practices.

The following material provides clarity regarding the educational priority of student conduct, the pillars that support this work, and educational narratives that inform what learning can and should be for students. Subsequent learning outcomes provide conduct practitioners at the University of Washington with guideposts for assessing this work and continuous improvement. This practice includes identifying educational opportunities, discussing contextual experiences that lead to misconduct, and partnering with students in their own learning.

Humanizing these experiences offers space for conduct practitioners to better understand student narratives and speaks to the care and compassion with which they do this difficult work with and for students.

For a one-page document describing these efforts and interventions, click here.

For a more robust document explaining the theoretical framework and literature relevant to a curricular approach, click here.

Educational Priority

Student conduct at the University of Washington challenges students to reflect on their actions, decisions, and impacts in an educational and developmental experience that promotes integrity in an inclusive environment.

Educational Pillars and Learning Outcomes

Engage

Students can engage with the conduct process in order to share their experiences, explore options, learn about expectations, and connect with supports and resources. Through these actions, students can be able to move through the process with honesty, integrity, and respect.

  • Students will be able to explain the expectations of academic integrity and behavioral conduct at UW.
  • Students will be able to demonstrate understanding of the process.

Reflect

Students can reflect on their choices in order to better understand the impact on others and themselves regardless of responsibility.  By examining their actions from a global perspective, students can alter their future decision-making.

  • Students will be able to articulate how their behavior impacted others.
  • Students will be able to articulate their decision-making process.
  • Students will be able to articulate connections between their values and decision making.

Develop

Students can develop a greater understanding of their decisions and create a plan where they can access support and resources to work toward future success.

  • Students will be able to identify resources available to them to promote future success.
  • Students will be able to articulate new skills to inform future success.

If you would like to learn more about these learning outcomes and how they are used in student conduct practice, please contact your campus conduct office for more information.