Members of our community are responsible for their own behavior, as well as holding each other accountable.  As a university committed to the integration of faith and learning, we believe in the model of accountability as outlined in Matthew 18:15-17:
"If your brother sins against you, go and show him his fault, just between the two of you. If he listens to you, you have won your brother over. But if he will not listen, take one or two others along, so that every matter may be established by the testimony of two or three witnesses. If he refuses to listen to them, tell it to the church; and if he refuses to listen even to the church, treat him as you would a pagan or tax collector" (NIV).

Within our Christ-centered community, a brother or sister is to be restored through confrontation and reproof that are part of a loving relationship.

Community accountability provides a venue for students to experience responsibility, growth in self-discipline, and assistance in their journey.  The core principles of community accountability are embodied in the following:

• Christ-centered and rooted in Biblical principles
• To journey with students in their developmental growth process, regardless of their choices
• To provide accountability while extending grace, care, love, forgiveness, reconciliation, and restoration

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Students who make decisions that violate the expectations outlined in the lifestyle statement and community policies are held accountable for their actions through a process that is intended to be redemptive and restorative with the care and development of each person in mind. Student Life personnel including resident assistants, area coordinators, assistant area coordinators, the associate dean of students, and the dean of community life, as well as the Community Accountability Board (CAB), approach the process of community accountability with a desire to journey with the student and help them be fully restored to the community. The desired outcome is helping students learn and grow, as well as encouraging them through an intentional process designed to help them make better decisions.

The process begins with the student being confronted regarding their behavior.  After an investigation by appropriate student life personnel, the process of community accountability is adjudicated by one of two groups: an informal process conducted by student life personnel; or a formal route administered by the CAB.  The appropriate course of action is dependent on the specific situation or community expectation breached by the student.  In some instances the student life staff makes this determination; while in others the student is given a choice in selecting their route of accountability. Once this is decided, the incident is assessed and appropriate elements of accountability and sanctions are determined and implemented.

It is difficult to codify how all incidents may be handled because each situation brings with it a unique set of circumstances. The consequences, pieces of accountability and support may vary as student life or the CAB considers each situation.  In this process, confidentiality and a respect for the privacy of the student is imperative.  Student Life and the CAB are committed to caring about the student within a redemptive and restorative environment. The following outlines the basic steps of the community accountability process:

Incidents processed by Student Life

Incidents processed by Student Life

Student situations dealt with by the student life staff include the following procedures:

1.    The details of the case are reviewed, interviews are conducted, and decisions are made regarding appropriate pieces of accountability.

2.    The student life staff member sends written communication to the student outlining the required sanctions and subsequent timelines for completion.

3.    Required sanctions and pieces of accountability are then fulfilled by the student.  Student life staff ensures the student fulfills these sanctions.

1.    The details of the case are reviewed, interviews are conducted, and decisions are made regarding appropriate pieces of accountability.

2.    The student life staff member sends written communication to the student outlining the required sanctions and subsequent timelines for completion

3.    Required sanctions and pieces of accountability are then fulfilled by the student.  Student life staff ensures the student fulfills these sanctions.

Incidents processed by the CAB

Student situations administered by the CAB include the following procedures:

1.    Student life staff presents written facts of the incident, interview notes, and appropriate pieces of documentation to the CAB Chair.

2.    The student generally appears in person before the CAB to share their involvement and answer pertinent questions. 

       The student may bring any written materials they want to give to the CAB.  A student may also bring a written character reference letter to the meeting.

3.    The student is then dismissed and the CAB assesses the situation.  Appropriate accountability and sanctioning is decided and implemented by the CAB.

4.    The CAB sends written communication to the student outlining the required sanctions and subsequent timelines for completion.

5.    Required pieces of accountability from the CAB are then fulfilled by the student.  The student life staff ensures the student fulfills these sanctions.

 About the CAB (Community Accountability Board)

The CAB convenes one a week to process incidents.  They are comprised of seven members of the GFU community.  Two are employees and the others are students.  In each situation, the goal of the CAB is to reach a consensus decision regarding the process of accountability for the student.

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Any student may appeal the process and action taken by university officials or the CAB. Appealing community accountability sanctions other than suspension or dismissal should be made in writing within the timeframe outlined in the student’s official letter from student life personnel or the CAB. The appeal should be sent to the specific person or board outlined in the letter.

For incidents resulting in suspension or dismissal, the Student Board of Appeals hears these requests. 

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Honesty and integrity are vital aspects of the community accountability process. When a student tells the truth it is honorable and highly valued, even if it means being honest that you made a mistake. When asked questions about a situation, if a student intentionally seeks to deceive university staff the severity of the circumstances may be escalated.

Lying increases the seriousness of the situation and the degree of consequences which are incurred by the student.  Being truthful is imperative and expected. 

Information about academic honesty can be found in the academic catalog and handbook:

http://www.georgefox.edu/catalog/handbook/academic/standing/honesty.html

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The response from student life personnel or the CAB is designed to provide accountability and appropriate consequences for each student involved in a situation. The nature of the infraction, the severity of a violation, as well as the frequency of similar offenses, is considered in the community accountability process.

The majority of situations result in specific consequences designed to help the student learn and grow in the following areas:

• Character development
• Decision-making
• Understanding the importance of integrity
• Affirming their commitment to the community
• Being held responsible for their actions
• Receiving love and forgiveness
• Being honest and sincere
• Speaking the truth in love
• Being fully restored to the community

As the passage in Matthew suggests, there are times when an individual may need to leave the community for personal restoration and reconciliation. This is not intended to be done punitively, but in love and respect for the student involved and for the good of the community at large. In these serious instances consequences may include a short-term suspension (generally immediate, but in rare instances deferred until next semester of enrollment), long-term suspension (either immediate or deferred termination of student status for one or more semesters), or dismissal (permanent termination of student status). Suspensions and dismissals are rare occurrences and careful consideration is given in these decisions.

A short-term suspension is defined as a period of time in a given semester during which the student is not allowed on campus. Generally, the period of time is between three and seven days. The student may not attend class, live in campus housing, participate in university-sponsored co-curricular activities, attend university-sponsored events, or represent the university in any official capacity during a short-term suspension. Generally, academic work (papers, exams, etc.) is not accepted during the suspension period, and the student is not allowed to make up the academic work missed. A student who would receive a reduced course grade resulting from missed work during a suspension may be given the opportunity of withdrawing from the course without a grade. When a student is suspended, his or her academic advisor and instructors are informed of the suspension, but usually not of the circumstances leading to it.

Students serving a long-term suspension or who have been dismissed are not permitted to be on campus property, attend class, live in campus housing, participate in university-sponsored co-curricular activities, attend university-sponsored events, or represent the university in any official capacity.

In the case of a suspension or dismissal, the student’s financial aid would be revoked.  Even if the student successfully appeals their suspension or dismissal, or is readmitted, they still need to appeal their revoked financial aid status with Student Financial Services.

Students who don't fulfill assigned consequences in the community accountability process may have their diploma and/or transcript withheld until the sanctions are complete.

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It is a privilege for students to participate in curricular and co-curricular programs at George Fox University.  The university expects these students to be leaders and role models in our community who will live with integrity.  It is essential that students embrace the challenge to live as people of character and be held to a high standard of accountability. There are a myriad of departments and programs that require participating students to be in good standing with the University.

These departments or programs include, but are not limited to:

• Act 6 Leadership and Scholarship Program
• Admissions Bed & Breakfast Club
• Admissions Ambassadors
• Admissions Student Employees
• Admissions Interns
• ARC Consultant
• ASC (Student Government)
• Athletics
• Athletic Trainers
• Forensics
• Juniors Abroad
• May Serve
• Music Department
• Off-campus Housing
• Orientation & Peer Advisors
• Psychology Department
• Residence Life
• Semesters Off-Campus Program
• Serve Trips (Winter & Spring)
• Social Work/Sociology Department
• Spiritual Life
• Teacher Education & Student Teaching
• Theatre Department & Players

Students may lose good standing if they have violated:

• The University’s lifestyle standards.

• Community policies as outlined in the Student Handbook including, but not limited to, severe or repetitive community violations.

• Federal, state, or local laws that resulted in a conversation with University personnel.

Students may regain good standing when they have fulfilled:

• Requirements and methods of accountability required or enforced by Student Life personnel.

• Stipulations and timeframes as outlined by each department or program they are involved in.

The consequences and means of accountability issued by each department or program are determined by the supervising university employee.  This process is separate from any sanctioning and accountability that happens in the community accountability process by student life or the community accountability board (CAB).

In addition to the good standing policy, each department or program may have additional expectations for participation.

Please check with the supervising university employee for these additional requirements.

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The SSN is a program designed to identify and support students who are struggling academically, socially, or personally. The SSN consists of a small team of faculty, staff, and administrators representing a variety of departments who are invested in the academic and personal success of George Fox University undergraduate students. This group meets regularly during the academic year to confidentially discuss appropriate and timely interventions for students in need of assistance or support.

In providing this support, struggling students will be encouraged to develop both their independence and their interdependence within the context of the campus community. The goal of the SSN is to encourage students' persistence to graduation and their active pursuit of God's call on their lives. To accomplish this important objective, the SSN assigns an appropriate person to follow up with the student and point him or her to the many resources that are available. Our hope is that some of the identified resources will help the student in resolving specific issues or concerns. 

For further information about the SSN, please visit ssn.georgefox.edu. If you know a student who may be experiencing some difficulties or struggles and needs help please fill out the intervention alert form and the SSN will follow up appropriately.

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The University believes it is important to foster an environment that encourages students to maintain a standard of responsibility for self-care (i.e., the ability to respond adequately to one's emotional, physical, and educational needs). Some students who are distressed engage in behaviors that impact their self-welfare or the welfare of the university community. These behaviors may require further assessment or support services by appropriate professionals to ensure the safety of the student and GFU community members.

Various resources on campus are available to assist students to return to adaptive levels of functioning. However, some students may be compromised in their ability to ensure their own self-care (i.e., to appropriately access these resources) due to the presence of suicidal ideation, eating disorders, thought disorders (i.e., psychosis), or other harmful behavior or actions. 

Given that these students might not seek services voluntarily, or at the suggestion of staff, faculty, or administrators; they may need to be mandated to do so administratively. As such, students who exhibit an inability to maintain the standard of responsibility for self-care may be required to participate in a mandatory safety assessment process.

The purpose of the mandatory assessment is to assure the student is connected with the appropriate services to afford the student the opportunity to improve her or his welfare, as well as to uphold the welfare of the community.

The Responsibility for Self-Care is essential for students to continue in their enrollment at George Fox University. The expectation is for willing students to take advantage of supportive resources so they will be able to either stay in school or return to school, including situations that required hospitalization. This assumption is only challenged by the student's actual behavior after being engaged by the University’s administrative representative - such as multiple suicide attempts, broken safety contracts, and a general unwillingness to assume responsibility for the student’s self-welfare. The University is committed to assisting students within this process so they will be successful in their journey.

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