Academic Integrity Presentation Lesson
Faculty Presentation Option: Academic Integrity (30-45 Minutes)
Outline
1.
2.
3.
4.
Academic Integrity Discussion
Academic Integrity Chart
CCSU Policy Review
Rights & Responsibilities
Materials
Academic Integrity Packet
Academic Integrity Chart Answer Key
Lesson Plan
Activity 1: Academic Integrity Discussion (5-10 Minutes)
Purpose: To have students understand what constitutes academic misconduct and what the value is of
academic integrity.
Directions:
1. Let the students know that today they will be having a discussion about academic integrity. (1
minute)
2. Ask the students a question (Allow multiple responses-if the students are having difficulty,
prompt but do not give the answer). (2-3 Minutes)
a. Question: What does it mean for a person to have integrity?
3. Bring up some events from the past five years that have been in the news, pop culture, that
have brought people’s integrity to the forefront. (2-3 Minutes)
a. (Examples: Think of some current examples before you present-ie. Tiger Woods)
b. Question: How do you think academic integrity relates to the academic world & why is
it important?
4. Let the students know that integrity is an important topic to discuss and it relates to the
academic world in the form of academic integrity. (2-3 Minutes)
a. Question: What do you think the definition of academic integrity is?
Modification Option:
 To make this section shorter: You can spend less time discussing the two questions and just elicit
responses from 2-3 individual students
Activity 2: Academic Integrity Chart (20-30 Minutes)
Purpose: To determine what students know about academic integrity.
Option 1: Academic Integrity Chart with a Partner (Longer Version-30 Minutes)
1. Complete the Academic Integrity Chart (15 Minutes)
a. Have the students turn to the front page of the packet, the Academic Integrity Chart
b. Have the students find a partner they would like to work with
c. Tell the students to discuss the questions with their partner. They should do the
following: (15 Minutes)
i. Write down their initial assumption of the answers
ii. Look through the packet to find proof of the real answers and write this on the
chart (paragraph/page #)
iii. Write down the CCSU policy answer (true or false)
(Allow the students to work on this for a few minutes and walk around the room while they are
completing it to make sure that students are on the right track. Check in and let them know how
much time they have left to complete the chart)
2. Review the chart (15 Minutes)
a. Go through each question separately and discuss
b. Ask the students how many of them wrote down true or false and elicit some answers
as to why
i. You can say “Ok, it seems as if everyone has finished. Who would like to read
the first statement?” (Have a student read the statement) “For those of you
who did not have to answer this question, how many of you think this is false?
How many of you think that it is true”? (Have the students raise their hand to
indicate) “Why did you write true or false?”
c. Clarify what the answers are regarding the policy and have students add to their chart
as you discuss
Option 2: Academic Integrity Chart in a Group (Shorter Version-20 Minutes)
1. Complete the Academic Integrity Chart (10 Minutes)
a. Divide the students into small groups and tell them to assign a spokesperson
b. Have the small groups determine what their initial assumption of the answers are
c. Then let the groups know that they will be in a race to find the most correct answers in
the packet. Explain the directions to the class: “The group with the most correct
answers in five minutes will be the winner of this race. Look in your packet to determine
what you believe the correct answers are. Then we will write down evidence of where to
find the answer to the policy in the packet together.”
d. Divide the questions evenly between groups (there are seven questions)
e. Give the groups five minutes to determine true or false
f. At the end of five minutes, look at the answers on the spokespersons paper and
determine which group had the most answers correct
(Allow for the students to work on this for a few minutes and walk around the room while they are
completing it. Check in every few minutes to let them know how much time they have to complete the
chart.)
3. Review the chart (10 Minutes)
a. Go through each question separately and discuss
b. Ask the students how many of them wrote down true or false and elicit some answers
as to why
i. You can say “Ok, it seems as if everyone has finished. Who would like to read
the first statement?” (Have a student read the statement) “For those of you
who did not have to answer this question, how many of you think this is false?
How many of you think that it is true”? (Have the students raise their hand to
indicate) “Why did you write true or false?”
c. Clarify what the answers are regarding the policy and have students add to their chart
as you discuss (They can write down the page number and paragraph as you discuss
each question)
Modification Option:
 To make this section longer: Choose option one. You may also want to spend more time
discussing each of the answers to the questions.
 To make this section shorter: Choose option two. You can spend less time discussing the
answers to each of the questions. You can have students raise their hand to indicate what they
came up with and then you can provide the information for them to write on the chart.
Activity 3: Policy Discussion (5 Minutes)
Purpose: To give students a better understanding of the specific details of the academic honesty policy
1. Now that the students have taken the quiz and have found some answers to policies at CCSU, go
over any parts of the policy that were not discussed
a. RE-iterate the importance of academic integrity. “Academic Integrity is at the core of
your learning at CCSU. These policies are designed for you to have the greatest
intellectual gains from your academic experience. Cheating robs you of an opportunity
to learn.”
b. Discuss plagiarism
Modification Option:
 To make this section longer: Have students read specific portions of the packet out loud to add
to their knowledge of academic integrity and the coinciding policy.
 To make this section shorter: You can quickly summarize anything that was not covered in the
quiz
Activity 4: Rights & Responsibilities (5-20 Minutes)
Purpose: To give students a clear understanding of what constitutes cheating, the consequences of
cheating and the appeals to grade change policy at CCSU.
Option 1: Quick Review of Rights & Responsibilities (Shorter Version-5 Minutes)
1. Have the students turn to the Rights & Responsibilities page in the packet
2. Have three students volunteer to read the three Rights & Responsibilities aloud.
3. Discuss each briefly by asking a question to the class.
a. Question: what is important for you to know about these Rights & Responsibilities?
Option 2: Group Presentation of Rights & Responsibilities (Longer Version-20 Minutes)
1. Have the students count off by 3’s all around the room
2. Have the students separate into groups based on their #
3. Have the students turn to the Rights & Responsibilities Page
a. Group One: Right to Freedom of Expression
b. Group Two: Right to Adequate Instruction
c. Group Three: Right to Proper Academic Evaluation
4. The students will be doing a group presentation based on the following outline (write on the
board)
a. Explanation of the “right” described.
b. Explanation of the student “responsibility” described.
c. Create your own example of a violation of the “right” and describe the process a student
should follow to resolve the conflict.
d. Create your own example of a student violating his/her “responsibility” and describe the
potential consequences of this violation.
(Give the students around ten minutes to prepare for their presentation. Then each group will have
about 2-3 minutes to present and will need to teach the class what the right or responsibility is. Walk
around the room to monitor the student’s progress.)
5. Have each group present the outline that they came up with.
a. (After each presentation, you may want to clarify the main ideas and give each group
some positive feedback)
Modification Option:
 To make this section longer: Choose option 2
 To make this section shorter: Choose option 1
Academic Integrity Chart: Answer Key
Question
1. You are taking an exam in your psychology
course and you realize that the person next
to you is looking over your shoulder and
copying your answers. You are not guilty of
academic misconduct, but the person
copying your paper is!
Evidence from the Packet
(Page # & Paragraph)



2. You wrote a 5-page paper arguing against an
issue in your political science class. Your
composition professor assigns the same kind
of paper three weeks later. The composition
paper can be no more than 3 pages long.
You edit the political science paper and hand
it in. This is a form of cheating.



3. Your professor discovers that you have not
acknowledged the source of some
information you included in your paper. You
could receive an “F” in the course for
plagiarizing.


CCSU
Policy
True/False
False
“Knowingly allowing another
person to copy from one’s
paper during an examination”
(P. 3; 1C)
Key word is “knowingly
allowing”
What can you do about it?
Cover your paper, move your
seat, or tell the professor.
“Submission of the same work, True
or substantially similar work, in
more than one course without
P.4; 2F
prior consent of the evaluating
instructor(s)” (P. 4; 2F)
(Many students may bring up
how you won’t get caught – but
integrity isn’t necessarily about
getting caught, it’s about your
actions and what you do.)
Question: Why are
papers/assignments given to
students? (To practice
research/other skills, make you
learn more, expand your
knowledge) – how does
handing in the same paper
accomplish this?
“Copying sentences, phrases,
paragraphs, tables, figures or
data directly or in slightly
modified form from a book,
article, or other academic
source without using quotation
marks or giving proper
acknowledgment to the
original author or source.” (p.4;
4A)
Why do we cite sources? There
are three main reasons: 1. To
give credit where it is due. 2.
To give the reader (professor)
another resource to gather
True
P.4; 4A
information about an idea or
topic written about. 3. Gives
the paper “weight” or
credibility. The more sources
to back up the writer’s
theories, the more legitimate
the theory appears.
4. You state, in your own words, information
you found while researching your paper.
You list the source in your bibliography. This
is plagiarism.

5. You have a lively discussion with a friend
about an issue raised in your philosophy
class. He has the same class, with the same
professor, at a different time of day. You
both hand in a paper on the topic and your
friend uses your conclusions and your
supporting arguments. He is guilty of
cheating.

6. You can be expelled from the University if
you are found guilty of academic
misconduct.

“By précis; condensing part of a
writer's argument.” (P. 4; 4A)
You must also cite information
in the BODY of the paper and
not simply the bibliography.
Three ways to put information
from another source into your
paper is direct quote, and
précis (summarizing) or
paraphrasing (to keep the flow
of the paper, putting the
information in your own
words). All three ways must
still be cited within the text – P.
4 How to Understand
Plagiarism
True
“Unauthorized collaboration in
the preparation of materials to
be submitted for academic
evaluation; e.g., working with
another student on an
assignment when the
instructor has not authorized
working together” (P. 4; 2E)
True

Unless a professor says you can
work on an assignment
together, you are not supposed
to. Although today, students
are encouraged to work in
groups – it is all about keeping
the line of communication
open with the professor.

“Upon determination by the
Office of Student Conduct that
the Accused Student has no
prior record of academic
P.4; 4A;
How to
Avoid
Plagiarism
ii.
P.4; 2E
True
P.5; 2A
misconduct, the Student will be
required to attend an Academic
Integrity Workshop provided by
the Learning Center. If the
Accused Student has a prior
record of academic misconduct
or has engaged in a severe act
of misconduct, she or he may
face disciplinary sanctions as
determined the Faculty Hearing
Board. The Faculty Hearing
Board may impose one or more
of the following disciplinary
sanctions: disciplinary
probation, suspension, or
expulsion from the university.”
(P. 5; 2A)

7. You feel your teacher has given you a lower
grade than you earned because of a
disagreement you had during the semester.
There’s nothing you can do about this.

This is the highest sanction for
academic misconduct at the
university. All penalties are at
the discretion of the judicial
officer and each case is taken
on an individual basis
There is a grade appeals
process (P. 5; 1B) that begins
the professor (there may be a
valid reason why the student
has been given the lower grade
& it is not because of the
disagreement), then moves up
to the department head/chair,
dean of the college and then
the grade appeals review board
whose decision is final. It is a
long and tedious process and
the student must PROVE they
are worthy of the higher grade.
False
Page 5 1B
& Page 6