Community StandardsMission Statement
Conduct Outcome Descriptions
Staff

Conduct Outcome Descriptions

 BASICS

BASICS is an evidence-based intervention approach specifically designed for college students to prevent/reduce high-risk drinking and negative consequences. Students often conform to patterns of heavy drinking they see as acceptable, while holding false beliefs about alcohol's effects or actual alcohol-use norms. BASICS is designed to help students make better decisions about using alcohol. The program's style is empathic, rather than confrontational or judgmental. It aims to 1) reduce alcohol consumption and its adverse consequences, 2) promote healthier choices among young adults, and 3) provide important information and coping skills for reducing risk. Developed at University of Washington  Addictive Behaviors Research Center, BASICS is a recognized model program through the Substance Abuse and Mental Health Services Administration, National Registry of Evidence-based Program and Practices, U.S. Department of Health and Human Services.

Students will engage in self-reflective process where they will independently choose to change high-risk alcohol use behaviors using information provided about alcohol, associated risks with excessive drinking and alternative coping strategies.

BASICS is facilitated in two group sessions (6-8 participants). Typically students who are found in violation of Gonzaga’s alcohol policies are required to attend these sessions, which are facilitated throughout the academic year.

Good Neighbor Workshop

The Good Neighbor Program at Gonzaga University is a workshop to address disruptive incidents that occur off-campus and aims to help improve neighborhood relations. The program educates Gonzaga students on the importance of being good neighbors in the Logan Neighborhood as well as providing some tools to help them do so. The workshop helps students see how their behavior impacts long-term residents and the community through reflection of key stakeholders. The workshop also provides students the opportunity to review Gonzaga policies, codes and expectations, as well as Washington State law and codes. Lastly, the workshop allows the students to reflect and develop a "party smart" plan for future gatherings to be legal, responsible and have minimal negative impact on the community.

Impact

Students will engage in one-on-one conversation with a SWRC professional (1-3 sessions) in regard to the impact alcohol is having on their life, the impact that it is having on their community, and the impact alcohol is having/can have on their future. Through a motivational interviewing conversation and additional self-reflection, participants will assess their high-risk alcohol use behaviors, associated risks with excessive drinking and alternative coping strategies.

Integritas

Integritas is intended to redirect students who have demonstrated a pattern of behavior that is harmful to themselves and or others.  This conduct outcome is assigned to students who have repeatedly violated University policy and or who could benefit from extensive and individualized attention regarding making decisions appropriate for the Gonzaga University community.  The student’s opportunity to remain a member of the Gonzaga community is most often contingent upon their successful completion of Integritas.

Students in the Integritas course will be able to identify and articulate personal and Jesuit values, demonstrate critical reflection around decision-making practices and develop goals inclusive of personal and Jesuit values, accompanied with an action plan for achieving those goals.  The course meets weekly for five weeks and culminates in a final project after the class sessions are over.

LYVE I

“Live Your Values Everyday” (LYVE) is an educational workshop designed to help students articulate their beliefs and values such that they can translate these commitments into authentic living.  The workshop is intended to be a reflective, character-building aid that empowers students to identify and practice ethical integrity.  Graduate Assistant and Resident Assistant Facilitators encourage and moderate discussion based exercises that are meant to create a genuine and safe space for personal growth.  While students are encouraged to discover their personal values they are also expected, as members of the Gonzaga community, to ensure that these values align with Gonzaga’s  Code of Conduct.  Gonzaga’s policies, rules, and expectations are also addressed should students have related questions.

LYVE II

LYVE II students explore the LYVE curriculum (see above) in more depth within the context of a one-on-one teaching relationship.  LYVE II students complete a related assignment that is tailored to the student’s distinctive educational goals and needs—usually a research project, a reflective essay, community service, or some combination thereof.  To achieve this objective, the Conduct Officer pairs students with a Graduate Assistant.   Students typically complete the LYVE workshop before engaging in LYVE II, but in some situations the Conduct Officer may assign a student who could benefit from individualized attention to LYVE II even if the student has not already completed the preliminary workshop.

RECAP

Students who are assigned to RECAP as a conduct outcome violate Gonzaga’s code of conduct and or express related confusion about what is expected of them while they are students at Gonzaga.  RECAP is an educational workshop that educates students in this sense about Gonzaga’s policies, rules, and expectations.  As members of the Gonzaga community, students are obligated to abide by and understand this code of conduct.  Upon completion of RECAP students should have resolved any ambiguities regarding the code of conduct and should have a better understanding of how to ensure that their behavior does not violate the code of conduct again.

RECAP II

Like RECAP (see above) RECAP II educates students about common policies, procedures, and practices at the University.  These conversations aim to assist students in understanding how their actions (or lack thereof) can become more consistent with the behavioral expectations of the University.  Unlike RECAP however, RECAP II occurs within the context of a one-on-one teaching relationship.  By participating in RECAP II, a student should be able to:

1) Evaluate how their involvement in policy violations has impacted the community to which they belong.

2) Develop ways to positively influence the actions of their peers.

3) Integrate the Gonzaga Ethos Statement into their post-graduate goals.  

4) Compose a list of goals for their time at Gonzaga University and action steps to help them achieve those goals.

Students who can be assigned to take the RECAP 2 discussions are students who has violated the same type of policy multiple times and or who, after having participated in the conduct system, still do not understand policies, rules, and expectations. 

Though RECAP 2 is similar to workshops like IMPACT and LYVE II, RECAP II focuses mainly on helping the student develop a deeper understanding of the Gonzaga policies and expectations.

Marijuana 101

Marijuana 101 is an educational conduct outcome that provides students with accurate information about marijuana consumption.   This outcome is assigned to students who violate Gonzaga’s marijuana policy and or demonstrate a pattern of use that is interfering with their educational goals.  Since students are often misinformed about the effects of marijuana consumption, Marijuana 101 is intended to help students make more informed decisions. 

Students should be aware that in spite of the WA legalization and/or decriminalization of small amounts of marijuana possession or use for persons over the age of 21, Gonzaga is required to uphold, and expects its students to abide by federal laws which prohibit use, distribution, and or consumption of marijuana by anyone of any age.  All questions regarding the reasonable accommodation of medical conditions, including conditions treated with medical marijuana, should be directed to the Disability Resources Education, and Access Management (DREAM) office. 

Random Drug Testing

Gonzaga reserves the right to have students submit to a process of random urinalysis when students are found in violation of the University’s Alcohol Policy or Drug Policy.  Choosing to abstain from drugs and alcohol can be a very difficult thing for some people to do in isolation, absent of a system of support and accountability.  The Office of Community Standards partners with local substance use clinics to administer its random urinalysis process.   Among many positive outcomes, abstaining from the chemicals found in drugs and alcohol can lead to getting better sleep, having a more normal appetite, better concentration, and over time decreased symptoms of anxiety or depression.  Random urinalysis allows the student’s body and mind to take a break from these chemicals long enough to reflect on the impact substances are having on their life; this is very difficult to do while still engaging in substance use.  These tests are conducted every 2-4 weeks, or as necessary to establish accountability to abstaining from drugs and alcohol.  The Office of Community Standards does not administer random urinalysis for students not found in violation of our policies.  Parents and students interested in receiving support for students with substance use issues can contact O.U.R. House for resources and information.

Anger Management

Anger Management provides students with resources to develop healthy responses and coping mechanisms for anger, and in so doing promotes emotional maturity and personal integrity.  This outcome is assigned to students who have exhibited behavior that is harmful to themselves and or others and is characterized specifically by violence or is otherwise anger-motivated.  The most regularly used Anger Management seminar is at St. Joseph’s Family Center in Spokane.

Restorative Service

Restorative service is meant to develop the student’s sense of place and responsibility within the Gonzaga community and the community at large.  This outcome benefits the community at the same time as it provides students with an educational resource that promotes personal growth and reflection.  The type of restorative service assigned will depend upon the situation and the restoration most appropriate for the community that was harmed.