the emergence of legalism. In the 1960s, a Federal court process in the United States highlighted the first and fourteenth amendment rights of students, which influenced universities to adjust their judicial processes to be legalistic and adversarial. A key function of all conduct systems is providing a result or expected pathway forward for the student. Depending on campus precedent, history, and the type and severity of the behaviour, processes and outcomes for academic or non-academic misconduct may be punitive, educational, and/or restorative in nature. Punitive sanctions tend to focus on punishment at or to the student, educational and developmental sanctions focus on guiding students to critically reflect on behavior, and restorative sanctions ask students to repair harms through action. A 2014 study by Karp and Sacks identified six developmental goals for college students aged 18–22 to be achieved throughout the conduct process: 1) Just Community/Self-Authorship, 2) Active Accountability, 3) Interpersonal Competence, 4) Social Ties to Institution, 5) Procedural Fairness, and 6) Closure. They found that a restorative and developmental approach to conduct allowed for these learning goals to be met more frequently and consistently, compared to traditional punitive styles. It is becoming widely accepted within the conduct administration field that taking a developmental approach to behavioural concerns decreases the recidivism rates among students and allows students to focus on the harms that have been caused, rather than simply the rule that was broken. With this being said, this is not to completely discount the traditional or 'code' style approach to conduct, which is still effective when a student does not take responsibility for their actions or identify the harms and impacts that their behaviour has caused. Student affairs professionals working in student judicial affairs and academic integrity are in a unique position to influence a students' moral and ethical development. By responding to student misconduct in a way that is “measured, fair, and appropriate”, student affairs professionals promote the importance of being accountable for misbehavior, while also assisting students in becoming better students, graduates, and members of society. Whether this be express new knowledge of department or institutional policy and expectations, or more introspective moral development and reflection, the goal for any judicial affairs or student conduct officer is to promote learning and development for each student they engage with. An organization based on the United States, but with international membership, the Association for Student Conduct Administration focuses on conduct