Residence halls are not only a place to sleep and study, but also provide an environment in which students are able to experience personal growth and development. Community living provides students with the opportunity to grow and find meaning through friendships, exploration of ideas, and involvement in the community. Each community includes a unique rich diversity of people, services, programs and ideas. Communities also include a number of live-in staff, including resident assistants, community directors, resident faculty and resident ministers.
More detailed information about Residential Life and our Living Learning Communities can be found at www.sandiego.edu/residentiallife.
The University of San Diego Mission Statement calls for the development of leaders dedicated to ethical conduct and compassionate service. The University of San Diego’s Student Code of Rights and Responsibilities is designed to support that mission and to provide a productive living and learning environment for students. The code outlines behavioral expectations for students as members of the university community. It also describes the disciplinary process for violations of that code. The university encourages parents and student to review the code together.
The Student Code of Rights and Responsibilities contains the following: Definitions; Rules of Conduct; Univeristy Policies; Student Conduct Procedures; Sanctions. Officials acting in performance of their duties may subject a student to the conduct process. The code is available online at www.sandiego.edu/conduct. Also on the website students and parents can find answers to frequently asked questions.
THE ROLE OF PARENTS IN THE CONDUCT PROCESS The university seeks to work in partnership with parents to educate students about protecting their own well-being, respecting the rights of others and accepting responsibility for misconduct and violations of the law.
We encourage you to talk with your son or daughter about these issues prior to coming to USD. A first step is to let your son or daughter know when, how and why you want to be informed by him or her of significant life events, as well as how you define the word “significant.” Talk about how you envision yourself responding and give your daughter or son a chance to identify the type of response he or she would find helpful. It is our experience that students are most afraid of disappointing and/or worrying their parents and are secondarily concerned about incurring parental anger or unwanted interventions. Students facing challenges regarding their behavior are often surprised to learn that their parents don’t want to be “spared from the truth,” and instead are relieved by the love and support expressed by most parents in times of need.