UOIT
Academic Integrity Guide
For Faculty, Instructors, &
T.A.s
Revised by Alyson E. King, Ph.D.
UOIT HANDBOOK ON ACADEMIC INTEGRITY
Contents
Introduction .................................................................................................................................................. 3
Promoting a culture of academic integrity at UOIT ...................................................................................... 3
What are academic misconduct, cheating and dishonesty? .................................................................... 3
Why are academic integrity and honesty important? .............................................................................. 3
What is considered a breach of academic integrity?................................................................................ 4
What are plagiarism and cheating? .............................................................................................................. 5
How is plagiarism different from copyright violations?............................................................................ 5
Detecting Plagiarism and Cheating ............................................................................................................... 6
In Lab and homework activities … ............................................................................................................ 6
In examinations … ..................................................................................................................................... 6
In essays and written assignments …........................................................................................................ 6
In meetings with a student ….................................................................................................................... 6
Dealing with Academic Misconduct.............................................................................................................. 7
Is it a Lesser or Major Academic Offence?................................................................................................ 7
Examinations ............................................................................................................................................. 7
Lesser Offences ......................................................................................................................................... 8
Possible Sanctions ............................................................................................................................... 10
Major Offences ....................................................................................................................................... 11
Faculty role in maintaining Academic Integrity .......................................................................................... 12
Preventing Academic Misconduct .......................................................................................................... 13
Using Your Syllabus ................................................................................................................................. 15
Appendices.................................................................................................................................................. 16
Ten Principles of Academic Integrity ...................................................................................................... 16
Policies .................................................................................................................................................... 17
Section 5.16 Academic conduct .......................................................................................................... 17
Section 5.25 Final examination policy .................................................................................................... 21
Additional Resources and References ........................................................................................................ 23
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Introduction
The University of Ontario Institute of Technology (UOIT) encourages the highest academic
standards from its students, as well as from professors, instructors and TAs. However, whether
knowingly or through ignorance, breaches in academic integrity do occur. The purpose of this
document is to explain what constitutes academic dishonesty and the process involved in
resolving these issues.
NOTE: The following is intended only to provide general information regarding academic
integrity. This document is consistent with existing policy; however, the official policy can be
found in Section 5 of the UOIT Academic Calendar. It is the responsibility of each individual to
know and abide by the official policies and practices.
This document is designed based on the assumption that readers understand the nuances of
types of plagiarism and academic dishonesty. If you are new to teaching at the university-level,
you may wish to also read the material prepared for UOIT students about academic integrity.
Promoting a culture of academic integrity at UOIT
The goal of this document is to help create an academic community that is built on honesty and
integrity. There is lots of information about academic integrity and honesty available online, but
you need to know what they mean here at UOIT and how violations of academic integrity (i.e.,
academic misconduct) are dealt with.
At UOIT, we see academic integrity and honesty as a community responsibility, one that
involves the participation of the university administration, professors, instructors, teaching
assistants, and students. We want to create a culture of integrity and good academic practice
at all levels.
What are academic misconduct, cheating and dishonesty?
Academic misconduct and dishonesty are the violations of an institution’s policy and values. If
stealing is a crime, then its equivalent in the academic world would be cheating, including
plagiarism, misrepresentation, lying, stealing an exam, copying from someone else, and so on.
The various types of misconduct are academic offences punishable by disciplinary action. Any
form of cheating is when an individual attempts to gain improved grades through unfair
advantages and is a violation of the university’s regulations and rules.
Why are academic integrity and honesty important?
A clear sense of academic integrity is fundamental to good scholarship and learning. As an
educational institution, UOIT and its faculty members provide students with an educational
environment that encourages and supports academic integrity. Academic integrity is based on a
foundation of truth, recognition and reward for those who produce new knowledge and for the
honest communication of ideas. When a breach of academic integrity is suspected, the
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The Fundamental Values of Academic Integrity
Honesty – fostering intellectual and personal honesty between faculty and students
helps to maintain integrity in learning and teaching.
Honesty among all members of a college or university allows trust to be built over
time.
Trust – students must trust instructors to treat them fairly, instructors must trust
students to do their work with honesty and integrity, and schools support students
and instructors by maintaining clear and consistent academic standards that support
honest and impartial research.
Fairness – predictable, consistent and fair evaluations, as well as fair responses to
dishonesty are important to maintaining academic integrity.
Respect – showing respect for the intellectual property of another by identifying the
source of the material used.
Responsibility – everyone who is part of the university is responsible for ensuring
integrity and preventing dishonesty.
Excerpted from The Fundamental Values Project, International Centre for Academic
Integrity, http://www.academicintegrity.org//icai/resources-2.php
university must treat the matter with a level of seriousness which reflects the importance
attached to academic honesty at all universities.
What is considered a breach of academic integrity?
According to the UOIT Academic Calendar, academic misconduct is any unreasonable infringement on
the freedom of other members of the academic community. It includes:
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Violation of safety regulations in a laboratory or other setting;
Disruptions of classes and/or examinations;
Cheating on examinations, assignments, reports, or other work used to evaluate student
performance;
Copying from another student’s work or allowing one’s own work to be copied;
Submitting another person’s work as one’s own;
Fabrication of data;
Consultation with an unauthorized person during an examination, or use of
unauthorized aids;
Impersonating another student or allowing oneself to be impersonated for purposes of
taking examinations, or carrying out laboratory or other assignments.
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Plagiarism, which is the act of presenting the ideas, words, or other intellectual property
of another as one’s own.
Obtaining by improper means examination papers, tests, or similar materials; use or
distribution of such materials to others.
Falsifying academic records, including tests and examinations, or submitting false
credentials for the purpose of gaining admission to a program or course, or for any
other purpose.
Misrepresentation of facts, whether written or oral, which may have an effect on
academic evaluation. This includes making fraudulent health claims, obtaining medical
or other certificates under false pretenses, or altering certificates for the purposes of
misrepresentation.
Submission of work when a major portion has been previously submitted or is being
submitted for another course, without the express permission of all instructors
What are plagiarism and cheating?
Plagiarism is a form of cheating. At universities, people produce knowledge and information. If
you use someone else’s words and ideas without citing and referencing them, it is stealing. This
type of stealing is called plagiarism or "literary theft" and is one of the most serious offences in
the academic community. When you use someone else’s words and ideas (or other intellectual
property), you must give credit to the author with a citation (or footnote) and a reference. The
use of other people’s work must be properly acknowledged and referenced in all written
material. When you do not include a citation and reference, your reader will assume that the
words and ideas are yours.
How is plagiarism different from copyright violations?
Often plagiarism and copyright violations overlap, but plagiarism is when you claim someone
else’s words and ideas as your own. You can violate copyright laws even if you give credit to the
original source of the work you are using. For example, if you were to photocopy a big chunk of
a textbook and post it online with the author’s name, but without the publisher’s permission,
you would be violating copyright laws but not committing plagiarism.
You are allowed to use small sections from copyrighted materials without violating copyright
laws, but you must always provide the full bibliographic reference and a citation. According to
the university: “Copyright holders may require a particular citation style or certain information
be excluded. For example, licensed library databases or creative commons licenses may have
specific requirements listed.” Always be careful to look for specific guidelines outlined by the
copyright holders in sources you’re consulting.
For more information on copyright go to:
http://www.uoit.ca/sites/library/about_the_library/uoit-library-policy-and-relateddocuments/copyright-guidelines.php
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Detecting Plagiarism and Cheating
While some forms of plagiarism and cheating may be easy to spot, others may be more difficult.
Language styles, inconsistent references and outdated resources can be clues indicating that a paper or
assignment has been plagiarized. Sometimes it is the feeling that you've read this work or part of it
somewhere else. Students often think that a professor can't remember 250 papers. An experienced
faculty member can recognize copied or similar work, even within large classes; the use of Turnitin.com
or other plagiarism detection tools makes that job much easier.
Clues that could indicate plagiarism and/or cheating include:
In Lab and homework activities …
•
•
In calculations, no or few processes are used, but the answer is correct;
Marks on quizzes suddenly increase (i.e., students may be copying the quiz and handing it out to
others in the class or program).
In examinations …
•
•
•
•
•
•
Whispering or talking;
Looking around the room;
Peeling label off a water bottle or playing with a water bottle (i.e., students can print cheat
notes and glue it to a water bottle so that it looks like a label);
Taking a hat on and off (i.e., cheat notes might be hidden inside hat);
Glancing down at lap (i.e., phone or note hidden on lap or in sleeve);
Setting exam book or scantron card on edge of desk (i.e., may be trying to allow another student
to copy).
In essays and written assignments …
•
•
•
•
•
•
•
•
Citation and bibliographic reference styles are inconsistent, mixed or not used;
The paper is clearly written at a level beyond the student's usual abilities;
The paper contains a mix of language styles, spellings, fonts, font colours and sizes, etc. (i.e.,
material has been copied and pasted from a website;
The same error appears on many student papers;
Unique phrasing used by an expert appears in papers by a variety of students;
Inconsistencies from one submitted assignment to another (i.e., the final essay or exam is a far
superior piece of work than has been previously submitted by the student);
References are made to tables, diagrams, pieces of text or citations that are not used in the
paper;
The topic of the paper is inconsistent with the one assigned, or with course content (i.e., it could
be a paper previously handed in to another course).
In meetings with a student …
•
•
When asked, the student cannot produce any research notes for the paper or summarize the
main points in the paper;
A chat with the student reveals the student does not have the depth of knowledge exhibited in
his/her assignments;
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•
Lack of eye contact between the professor and the student (but remember that some
disabilities, such as autism, may affect a student’s ability to make eye contact with anyone).
Dealing with Academic Misconduct
Is it a Lesser or Major Academic Offence?
If you suspect or know that a student has committed an academic offence, you must:
1. Gather all supporting evidence and course documents (i.e., paper or assignment in question,
evidence that clearly shows the plagiarism or cheating, syllabus, assignment instructions, etc.);
2. If it is a group assignment, assess the case for each student;
3. Check with the Academic Advising Office to confirm if this is a first case or repeat case. (Please
do not contact the Registrar’s Office [RO] for this information. Academic Advising will contact
the RO.)
4. Determine if it is a minor or major offence based on the weight of the assignment, the severity
of the case and the student’s offence history.
a. Is the assignment or test worth 25% or less of course grade?
b. Is it the first offence for the student?
c. Is it a final examination?
5. If you answered “yes” to both (a) and (b) and “no” to (c), it is a lesser offence.
6. If you answered “no” to (a) and/or (b) questions, or “yes” to (c), it is a major or more serious
academic offence.
7. Prepare a misconduct report form for the student(s) in question;
8. If there is more than one student involved in the allegation (e.g., a group project), complete a
separate form for each student.
IMPORTANT: Do not submit any grades for the student(s) until the investigation is complete and a
decision has been made. If final grades are due, submit an incomplete (INC) grade for anyone with an
outstanding misconduct case.
Examinations
Spotting cheating in an examination may be easy, but may also be hard to document. If you see cheating
occurring in an exam or test, always tell another proctor, invigilator or instructor so that person can also
observe the cheating and document it.
Where there are reasonable grounds to believe a violation of exam protocol has occurred, the course
instructor or proctor has the authority to:
•
•
•
•
remove any materials or devices not authorized for use in the examination and keep such
materials until the student has completed the examination;
search through personal belongings to remove evidence of the violation. This must be done in
the presence of the student and another proctor;
ask the student to produce evidence of the violation where the course instructor or proctor
believes that he/she has hidden it on his/her person. Under no circumstances should the alleged
offender be touched;
ask the student to move to a seat that is more easily monitored;
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•
remove answer books and replace them with new ones (keep the original books aside as
evidence).
In all cases, a student should be permitted to finish writing the examination. Any conversations or
interventions during the exam should be done as quietly as possible to reduce distractions for other
students.
At the conclusion of the examination, the course instructor or proctor must make a note of the time and
details of the alleged offence, including any refusal to cooperate. The course instructor or proctor
should explain to the student that the status of his/her examination is in question and set it aside. All
evidence should be gathered and turned over to the course instructor. The course instructor and/or
proctor must file a complaint of academic dishonesty.
Lesser Offences
If you suspect that a student has committed a lesser offence of academic misconduct, you must
contact the student in a timely fashion.
Lesser Academic Offences include assignments and tests that are worth 25% or less of the total possible
grade for the course and first offences. In other words, if an assignment or test is worth 20% but it is a
2nd offence, then the case should be treated as a major (or more serious) academic offence.
How to notify a student about an allegation of lesser offence of academic misconduct:
In an email sent to the student’s UOIT email* address, tell the student:
1.
2.
3.
4.
that there is evidence of academic misconduct (i.e., plagiarism);
that you must speak with the student within 5 working days;
the meeting is the opportunity for the student to respond to these allegations; and,
if the student fails to meet with you, the case automatically moves from being a lesser offence
to being a major offence that is dealt with by the Dean’s office (Academic Integrity Committee).
NOTE: If possible, it is recommended that you meet with the student with a witness in the room. The
witness may be a Faculty member, TA, or other person, and does not interact with the student or take
part in the determinations. The person is simply a witness to the discussion. The student is also allowed
to bring to the meeting a person as an advisor or witness.
*You may send the email to the student using Blackboard, if you regularly communicate with students in
that way, but you must also send it to their UOIT.net email address because it is the official method of
university communication.
Sample Email Template:
Dear [STUDENT NAME]:
I have found evidence of [outline allegation in general terms] in one of your assignments. In particular,
[provide further details if needed]. This may be considered an incidence of academic dishonesty and
may result in a range of penalties, as described in section 5.16 of the UOIT Academic Calendar. I would
like to give you the opportunity to discuss this situation with me.
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You have 5 working days from the date of this message to reply and meet with me. If you do not
respond and meet with me by [DATE – 5 working days from date of email], your case will automatically
be forwarded to [DEPENDING on your Faculty policy, it will go to either the Dean or the Chair of the
Faculty Academic Integrity Committee]. The regulations governing academic misconduct are found in
section 5.16 of UOIT’s Academic Calendar: https://shared.uoit.ca/shared/department/registrar/currentstudents/documents/20142015%20Undergraduate%20Academic%20Calendar%20and%20Course%20Catalogue%20print%20versio
n%20June%203%202014.pdf .
Sincerely,
[Your name & title]
What to say to the student in the meeting:
1. After greeting the student, explain the allegation.
2. Open-ended questions can be a good way to start the conversation: what can you tell me about
what I am seeing in your assignment? Can you tell me what happened?
3. Keep the conversation open and non-confrontational: avoid accusations or labelling the student
as a cheater.
4. Allow the student to explain his/her perspective and side of the story without interruption.
5. Educate the student about why the particular incident is academic misconduct: be specific and
concrete in showing the student where the problem is.
6. Explain how such incidents can be avoided in the future.
If you are convinced that academic misconduct has not occurred:
1. You do not have to complete the Agreement on a Lesser Academic Offence form.
a. Please inform Academic Advising of your decision.
b. You can tell the student that you are not pursuing it any further.
If you are convinced that academic misconduct has occurred:
1. Discuss the possible penalty/sanction with the student:
a. Depending on the situation, sometimes you can more easily gain agreement by asking
the student what s/he believes is a fair penalty.
b. You can then explain what you think is a fair penalty, and come to an agreement. Often,
using this method, the student is harder on him/herself, so your penalty will be more
agreeable.
Note that this is not meant to be a negotiation of the sanction, but a way to educate and
allow the student to feel s/he has been treated fairly.
2. In determining a fair sanction, please consider ‘extenuating circumstances’ such as the level and
experience of the student (i.e., 1st year versus 4th year versus bridging student).
a. Treat the meeting and sanction as an opportunity to educate the student and reinforce
positive ethical behaviour.
b. When you treat the student fairly, s/he is more likely to be compliant in future
assignments. There is evidence that the more a student is engaged in his/her studies
and programme, the less likely s/he is to cheat in any way.
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3. Explain the process without threatening or intimidating the student:
a. Explain what happens if the student signs the Agreement on a Lesser Academic
Offence—no notation is placed on the transcript, but a record is kept in the Registrar’s
Office so if the student commits another offence the penalty will be more severe;
b. Explain that by signing the form, the student waives the right to appeal the decision.
4. If you and the student agree on a sanction, then you both sign the Agreement on a Lesser
Offence form.
a. The form is then forwarded with all the supporting documentation (copy of the
assignment at issue, copy of the syllabus and other supporting information, and the
signed Agreement form) to the Academic Advising Office.
5. If the student does not agree to sign the Agreement on a Lesser Offence, you should sign the
form and send it with all the documentation and an explanation of the situation to the Dean or
Chair of the Faculty Academic Integrity Committee or to the Faculty Academic Advising Office.
NOTE: Reports should go to the appropriate person in the Faculty in which the misconduct
occurred. Please do not bypass the Academic Advising office by submitting the form to the
Registrar’s Office (RO) directly. The Academic Advising office will submit the forms to the RO.
NOTE: All cases of Academic Misconduct must be reported, even if the offence appears to be minor.
Minor offences can be given minor penalties (i.e., a warning letter or resubmission of the assignment
without any grading penalty). The goal is to ensure that students understand that academic integrity is
taken seriously, that the university has a culture of academic integrity and honesty, and that we have an
accurate record of all offences.
Possible Sanctions
If appropriate, choose a sanction that requires the student to learn from his/her actions rather than
simply penalizing the student.
Rewrite the essay or assignment
Requiring the student to rewrite the essay or assignment is a good way to encourage students to
learn from his/her mistakes. One strategy is to go over the problems with the student and then
require the student to do more than simply fix the errors you’ve pointed out. You can tell the
student that s/he must make the essay 100% better since you will now have to mark a second
assignment from him/her. In addition, tell the student that since the paper will be their 2nd
attempt, your expectations are now correspondingly higher.
Rewrite, with a set penalty
In this case, you may want to simply require the student to revise the essay with straightforward
corrections (rather than a complete rewrite) and have a set penalty such as a grade reduction of
10%.
Warning
If you believe that the plagiarism or academic misconduct is “accidental” (i.e., the student really
did not know that s/he was violating academic integrity rules), you may wish to simply warn the
student that what they did was wrong and submit the report on a lesser offence. Even if the
offence was “accidental”, we still want to keep a record of all offences.
Failure on the assignment
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Assigning an F on an assignment is a significant penalty that may result in the student failing the
whole course. In most cases, this type of penalty will not be appropriate for a lesser offence.
However, if you are teaching an upper year course and you have clearly set out the parameters
regarding expectations and rules about proper citation, research, etc., then it may be
appropriate to fail the assignment. This penalty should be used rarely and with caution for a first
offence.
Possible Outcomes:
• After speaking with the student, if you feel that an act of misconduct was not committed, you
can close the case and shred the form. Note that the policy is concerned with whether or not an
act of misconduct was committed, not whether or not there was intent to do so.
• If you still feel an act of misconduct was committed and the student admits guilt and accepts the
penalty, then you both sign the form. Inform the student that agreement at this stage involves
waiving the right to appeal. The completed form and evidence is then sent to the Academic
Advising office.
• If you still feel an act of misconduct was committed and the student declines to accept guilt and
the penalty you propose, then you check the “no resolution/agreement” box. Only the
instructor signs the form. The forms and all evidence are then sent to the Dean (or Dean’s
representative – usually the Chair of the Faculty Academic Integrity Committee (FAIC)) for
resolution. Do not release any grades to the student until after the case has been resolved.
Major Offences
(Work is worth more than 25% of the final grade or is a repeat offence; or the nature of the offence is
severe; or offence is related to a Final Exam)
You may wish to meet with the student as part of your initial investigation/assessment, but such a
meeting is not required. The main reason for an initial meeting would be that you are not completely
sure that the student committed academic misconduct and meeting with the student may assist you in
reaching a firm conclusion. If, after this meeting, you determine that the student did not commit
misconduct, you may drop the case and notify the student and Academic Advising that you have done
so. If you are certain that the student has committed any form of major misconduct, you are not
obliged to meet with the student.
Once you are certain that academic misconduct has occurred, collect all relevant materials and organize
the information in such a way that someone else can easily see where the misconduct has occurred.
Submit all documentation of the misconduct (including the work at issue, copies of articles or research
materials, assignment details, syllabus and grade breakdown, records of any meetings with the student,
and any other relevant material), with a completed Report on Academic Misconduct form (please
include the student’s uoit.net email address) to the Chair of the Faculty Academic Integrity Committee
(FAIC) or Dean’s delegate. (Depending on the process within your faculty, you may be required to submit
directly to the Dean or to the FAIC Chair or to the Academic Advising Office.) NOTE: it is important that
the supporting evidence be detailed and accurate to ensure that the process is fair for all involved.
IMPORTANT: Please do not release assignment grade to the student or submit a final grade; use an
INCOMPLETE (INC) grade until after the Committee has reached a decision.
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Faculty role in maintaining Academic Integrity
Top three tips:
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•
•
Be a good role model;
Work with your TA;
Remember, not all students cheat.
It can be devastating to learn that students are cheating in your class. Faculty members have completed
many years of education, conducted innovative research, and have worked hard developing a unique
and relevant course. The idea of students cheating on an assignment or test can be extremely
disappointing. Many faculty members take such actions as a personal slight against them, their
reputation and their course.
Although not the best part of a faculty member's job, it is the responsibility of all faculty members to
educate students about academic integrity, guide them through the process of scholarly work and good
academic practice, and, ultimately, detect breaches in academic integrity. This can be challenging,
particularly when the students' perceptions of academic misconduct can differ from the faculty
members'. Students commit academic misconduct for a variety of reasons; some do it intentionally,
others purely by accident.
Preventing misconduct is better than policing and enforcing misconduct policies is seen. If students are
educated on the breadth of misconduct and its implications, less time will need to be devoted to dealing
with academic misconduct.
Be a Good Role Model
Ironically, faculty members often use resources like images, film clips, and so on in the classroom that
are not cited or are used in violation of copyright laws. If you want your students to properly use
resources in their work, then faculty members should be following the same rules. Remember to:
•
•
•
cite sources in your lectures;
tell students you have gained permission to use the video or film in class; and,
let students know that academic integrity is everyone’s responsibility.
To find out more about copyright in Canada, visit this website (http://www.accesscopyright.ca/).
Working with your TA
Students often complain about unfair treatment from teaching assistants. Large classes can mean that
teaching assistants assume the primary role for marking tests and papers, evaluating group work, and
invigilating exams.
•
•
•
•
Ensure your teaching assistants are marking consistently.
TAs should know your expectations around academic integrity and be enabled to uphold your
standards.
Encourage your TAs to learn students' names and to develop a positive and considerate
relationship with your students.
TAs should also be aware of how students can commit academic misconduct and what to do
should any problems arise.
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Not all Students Cheat
If you have caught even one student cheating, it becomes easy to suspect every student. Trust has been
broken and you don't want to be fooled again. Keep in mind that not every student cheats; in fact, most
don't. As well, life happens. For example, some grandparents do pass away the night before the big final
exam. As long as the student goes through the proper processes that are required when missing a final
exam or needing an extension, be supportive. In the long run, students remember not so much what
was taught, but how they were treated.
Preventing Academic Misconduct
From the first class meeting, faculty members need to set the stage. While you are informing your
students about course requirements, you should also be clearly communicating the expectations around
academic integrity. The course is a journey that students and the professor take together. It is built on
relationships. If students perceive that the professor doesn't care about the course (for example, you
are constantly late for class, are not available for meetings, have unclear or unfair grading systems,
returns work late with little or no feedback, or has not made an effort to get to know students' names),
students can feel that the faculty member doesn't care about their success or progress. Research shows
that academic misconduct is higher in classes where the students feel they are anonymous.
Are you providing opportunities for students to cheat? Don't make cheating in your course easy. Here
are a few tips:
•
•
•
•
Try to learn students' names. Getting to know your students helps reduce misconduct.
Inform students that you are going to be checking for academic misconduct. Use the
Turnitin.com paragraph in your syllabus. Blackboard has integrated Turnitin.com into the
assignment submission feature. Make a point of using some type of detection service at least
once, even if only on 10 randomly selected assignments. Tell the students what you have done
and what you have found. Even the threat of checking work will reduce the misconduct.
Be clear about grading systems. Use a rubric. Students need to know what the expectations are
for the work they are doing. Blackboard has a rubric tool to assist students and faculty in
communicating those expectations.
For group assignments, develop a portion of the mark for individual contributions. Working
collaboratively in groups is an essential skill, but students rebel when they feel their contribution
is being unfairly attributed to those in the group who do not contribute.
Creating Assignments, Tests, and Exams
• Try to change assignments and test questions every semester.
For written assignments (i.e., essays, reports, reflections, etc.)
• Assign narrow and specific research topics.
• Avoid having all or many students write on the same topic.
• Provide assignments that contribute to the learning outcomes of the course. Students prefer
assignments that are meaningful and interesting. Avoid busy work or trivial assignments.
• Provide the resources that students are to work with, particularly if the research component is
not included in the overall evaluation. This prevents the opportunity to buy papers.
• Don't allow last-minute changes of topic.
• Require that outlines be submitted three to four weeks prior to the deadline.
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•
•
•
•
•
•
Drafts can be posted on the course site. Using Blackboard's peer review tool, students can
comment on each other's drafts.
Clearly explain your expectations, the assignment requirements and the grading scheme. A
rubric is an excellent tool for communicating expectations and requirements.
Require the use of a formal citation/referencing method (i.e., APA, IEEE, MLA, CSE, etc.) with
detailed citations, including page numbers, and references.
Encourage students to come to you or your TA if they are confused about citation practices.
There are many resources for students on citing and referencing: the Learners' Support Centre
offers seminars in APA and MLA, UOIT’s online writing resource (NOOL.ca) includes detailed
information on citing and referencing, and the UOIT Library (uoit.ca/library/) provides resources
and support both online and in person.
Providing constructive and timely feedback on assignments may help students to understand
their grade and encourage confidence in their work. The more confident they feel about their
abilities, the less likely they are to cheat.
Use an electronic plagiarism detection service, such as Turnitin.com, that allows students to
submit their assignments to the service prior to handing it in. Doing so will allow students to
avoid “accidental plagiarism” and help to ensure that they are handing in their best work.
Turnitin.com is integrated into Blackboard’s assignment submission tool.
For tests and examinations:
• In online tests, randomize questions and answers as much as possible and use question sets so
that students get different questions.
• Avoid using test banks for major tests or final exams. Many test banks and their answer keys are
readily available online.
• If you have a test bank available, revise the questions and answers so that even if the students
have the answer key, it is more difficult to cheat.
• Use test bank questions for quizzes that are not worth much and are intended more as a selftest or to ensure students are keeping up with readings and homework.
• Provide ample opportunity for students do practice or self-tests prior to major tests and exams,
and to seek help if they find practice tests difficult.
• For major tests or exams with printed question papers, don’t allow students to sit close together
– have an empty seat between each person.
• If it is not possible to space students out during a major test or exam, create two or three
versions of the exam, printed on different coloured paper, and then distribute the exams so that
no one with the same exam is seated close together.
• During an in-person test using laptops, don't allow students to sit in the back row. Have a
proctor (or you) sit in the back row to observe computer screens.
• Design your test or exam such that the questions are challenging and allow the students to bring
in their own “cheat sheet”. Ideally, the student is studying while creating his or her cheat sheet
and the cheat sheet acts as a “security blanket” so that students feel less need to find ways to
cheat. Set parameters regarding the length and format of the cheat sheet (i.e., size of paper, size
of font, number of pages, double-sided or single-sided, etc.).
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For all types of assignments, tests and exams, if you treat your students fairly and with respect, they are
less likely to feel the need to cheat. For more information and tips on course and assignment design,
visit UOIT’s Teaching and Learning website (http://tlc.apa.uoit.ca/ ).
Using Your Syllabus
Faculty members should use their course syllabus to direct students to the UOIT policy on Academic
Misconduct found in section 5 of the Academic Calendar. You should include the following statement
about Academic Integrity in your syllabus.
Students and faculty at UOIT share an important responsibility to maintain the integrity of the
teaching and learning relationship. This relationship is characterized by honesty, fairness and
mutual respect for the aims and principles of the pursuit of education. Academic misconduct
impedes the activities of the university community and is punishable by appropriate disciplinary
action.
Students are expected to be familiar with UOIT’s regulations on Academic Conduct (Section 5.16
of the Academic Calendar) which sets out the kinds of actions that constitute academic
misconduct, including plagiarism, copying or allowing one’s own work to copied, use of
unauthorized aids in examinations and tests, submitting work prepared in collaboration with
another student when such collaboration has not been authorized, and other academic
offences. The regulations also describe the procedures for dealing with allegations, and the
sanctions for any finding of academic misconduct, which can range from a written reprimand to
permanent expulsion from the university. A lack of familiarity with UOIT’s regulations on
academic conduct does not constitute a defense against its application.
Further information about academic misconduct can be found in the Academic Integrity link on
your laptop. Extra support services are available to all UOIT students in academic development,
study skills, counseling, and peer mentorship. More information on student support services can
be found in the Academic Calendar (Section 8).
If you plan to use a plagiarism detection tool like Turnitin.com, students must be informed verbally in
the first class meeting and in writing with the following information placed in the course syllabus. The
paragraph required is:
UOIT and faculty members reserve the right to use electronic means to detect and help prevent
plagiarism. Students agree that, by taking this course, all assignments are subject to submission
for textual similarity review by Turnitin.com. Assignments submitted to Turnitin.com will be
included as source documents in Turnitin.com's restricted access database solely for the
purpose of detecting plagiarism in such documents for five academic years. The instructor may
require students to submit their assignments electronically to Turnitin.com or the instructor
may submit questionable text on behalf of a student. The terms that apply to UOIT's use of the
Turnitin.com service are described on the Turnitin.com website.
Students who do not wish to have their work submitted to Turnitin.com must inform their
instructor at the time the work is assigned and provide, with their assignment, a signed
Turnitin.com Assignment Cover sheet
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(http://www.uoit.ca/assets/Academic~Integrity~Site/Forms/Assignment Cover sheet.pdf).
Further information about Turnitin can be found on the Academic Integrity link on your laptop.
Don’t forget that students must also be informed verbally about the use of Turnitin.com.
Appendices
Ten Principles of Academic Integrity
By Donald L. McCabe and Gary Pavela
1. Recognize and affirm academic integrity as a core institutional value.
Institutions of higher education are dedicated to the pursuit of truth. Faculty members need to
affirm that the pursuit of truth is grounded in certain core values, including diligence, civility,
and honesty, as well as honesty and integrity in academic work. It is a responsibility of every
faculty member to discuss and affirm that commitment.
2. Foster a love of and life-long commitment to learning.
A commitment to academic integrity is reinforced by high academic standards. Most students
will thrive in an atmosphere where academic work is seen as challenging, relevant, useful, and
fair. Demonstrate that learning can be a captivating and joyful experience.
3. Affirm the role of teacher as guide and mentor.
Faculty members will find that their greatest impact on students - including inspiring a
commitment to academic integrity - will come in the context of personal respect, attention, and
connection. Treat students as deserving of individual attention and consideration. Students will
generally reciprocate by respecting the best values of their teachers, including a commitment to
academic integrity.
4. Help students understand the potential of the Internet - and how that potential can be lost if online
resources are used for fraud, theft, and deception.
While the Internet holds amazing potential for the sharing of knowledge, students need to learn
disciplined ways to use online sources effectively and honestly. Faculty members can emphasize
that the culture of freedom and openness associated with the Internet depends on virtues like
self-restraint, civility, and proper respect for the work of others.
5. Encourage student responsibility for academic integrity and promote an environment of trust in the
classroom.
Engage students in taking significant responsibility to help protect and promote the highest
standards of academic integrity. Students want to work in communities where competition is
fair, integrity is respected, and cheating is punished. They understand that one of the greatest
inducements to engaging in academic dishonesty is the perception that academic dishonesty is
rampant.
6. Clarify expectations for students.
Faculty members have primary responsibility for designing and cultivating the educational
environment and experience. They must clarify their expectations in advance regarding honesty
in academic work, including the nature and scope of student collaboration. Most students want
such guidance, and welcome it in course syllabi, carefully reviewed by their teachers in class.
7. Develop fair and relevant forms of assessment.
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Students expect their academic work to be fairly and fully assessed. Faculty members should
use--and continuously revise--forms of assessment that require active and creative thought, and
promote learning opportunities for students. Avoid busy work.
8. Reduce opportunities to engage in academic dishonesty.
Prevention is a critical line of defence against academic dishonesty. Students should not be
tempted or induced to engage in acts of academic dishonesty by ambiguous policies, undefined
or unrealistic standards for collaboration, inadequate classroom management, or poor
examination security.
9. Challenge and respond to academic dishonesty when it occurs.
Students observe how faculty members behave, and what values they embrace. Faculty
members who ignore or trivialize academic dishonesty send the message that the core values of
academic life, and community life in general, are not worth any significant effort to enforce.
10. Help define and support campus-wide academic integrity standards.
Acts of academic dishonesty by individual students can occur across artificial divisions of
departments and schools. Although faculty members should be the primary role models for
academic integrity, responsibility for defining, promoting, and protecting academic integrity
must be a community-wide concern--not only to identify repeat offenders, and apply consistent
due process procedures, but to affirm the shared values that make colleges and universities true
communities.
Excerpted from McCabe, Donald L. and Gary Pavela. (2004). Ten (Updated) Principles of Academic Integrity: How
Faculty Can Foster Student Honesty. Change, Vol. 36, No. 3, pp. 10-15. Stable URL:
http://www.jstor.org/stable/40177967
Policies
Excerpted from the 2014-2015 Undergraduate Academic Calendar and Course Catalogue. Please see the
Calendar for complete policies.
Section 5.16 Academic conduct
5.16 Academic conduct
Faculty members and students share an important responsibility to maintain the integrity of the
teaching and learning relationship. This relationship is characterized by honesty, fairness and mutual
respect for the aims and principles of the pursuit of education. Academic misconduct impedes the
activities of the university community and is punishable by appropriate disciplinary action.
It is the responsibility of students to be aware of the actions that constitute academic misconduct, the
procedures for launching and resolving complaints, and the penalties for commission of acts of
misconduct. A lack of familiarity with the university’s policy on academic conduct and misconduct on the
part of a student does not constitute a defence against its application.
5.16.1 Academic misconduct
Academic misconduct includes, but is not limited to:
1. Unreasonable infringement on the freedom of other members of the academic community (e.g.,
disrupting classes or examinations, harassing, intimidating, or threatening others);
2. Violation of safety regulations in a laboratory or other setting.
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3. Cheating on examinations, assignments, reports, or other work used to evaluate student
performance. Cheating includes, among other things, copying from another student’s work or
allowing one’s own work to be copied, submitting another person’s work as one’s own,
fabrication of data, consultation with an unauthorized person during an examination, use of
unauthorized aids, or submitting work prepared in collaboration with other member(s) of a
class, when collaborative work on a project has not been authorized by the instructor.
4. Impersonating another student or allowing oneself to be impersonated for purposes of taking
examinations, or carrying out laboratory or other assignments.
5. Plagiarism, which is the act of presenting the ideas, words, or other intellectual property of
another as one’s own, including images, designs, processes, computer software, digital, audio
and video files, Internet resources and other works without appropriate attribution or credit.
The use of other people’s work must be properly acknowledged and referenced in all written
material.
6. Obtaining by improper means examination papers, tests, or similar materials; use or distribution
of such materials to others.
7. Falsifying academic records, including tests and examinations, or submitting false credentials for
purpose of gaining admission to a program or course, or for any other purpose.
8. Misrepresentation of facts, whether written or oral, which may have an effect on academic
evaluation. This includes making fraudulent health claims, obtaining medical or other
certificates under false pretences, or altering certificates for the purpose of misrepresentation.
9. Submission of work when a major portion has been previously submitted or is being submitted
for another course, without the expressed permission of all instructors involved.
5.16.2 Professional unsuitability
Students in programs leading to professional certification must demonstrate behaviour appropriate to
practice in those professions. Where a dean determines that behaviour inconsistent with the norms and
expectations of the profession has been exhibited by a student, that student may be immediately
withdrawn from the program by the dean or subject to one or more of the sanctions described below.
A student demonstrating professional unsuitability may be immediately suspended from any practicum,
field work or similar activity at the discretion of the dean pending a final decision.
5.16.3 Sanctions
If a student is deemed to have committed academic misconduct or that they are alleged to have
demonstrated behaviour inconsistent with professional suitability, one or more of the following
disciplinary sanctions may be imposed. The severity of the sanction will be determined by the nature of
the offence and the student’s past record of conduct. Students found guilty of successive acts of
misconduct will receive increasingly severe sanctions, not limited to the following:
1. Resubmission of the piece of academic work in respect of which the misconduct was committed,
for evaluation.
2. A written reprimand, warning the student that the behaviour was unacceptable and that further
misconduct will lead to additional sanctions. A copy of the reprimand will be placed in the
student’s file, but no notation will appear on the academic record.
3. Submission of a failing grade in an examination, test, assignment or course.
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4. Disciplinary probation for the remainder of the student’s registration in his/her current program
of study. A note to this effect will be placed in the student’s file, and a notation may appear on
his/her academic record. Any further offence will lead to a more severe sanction.
5. Expunging of grades or revoking of degrees.
6. Restraining orders or monetary restitution where appropriate in the case of threats,
harassment, or damage to property.
7. Suspension from attendance in a course, a program, a faculty, or the university, for a period not
less than one term (fall or winter) and not exceeding three years as deemed appropriate. While
suspended, a student may not register, and loses the right to attend lectures, write
examinations, and receive payment from university sources. Courses taken elsewhere during
the period of suspension are not eligible for transfer credit. Notice of suspension will be placed
in the student’s file and will appear on his/her academic record. The conditions of suspension
will specify the length of time such notice will remain on the student’s academic record.
8. Permanent expulsion from the university. A note to this effect will be placed in the student’s file
and will remain on his/her academic record.
9. Such other sanctions as deemed appropriate.
5.16.4 Launching and resolving complaints
With respect to all accusations of academic misconduct or professional unsuitability, students are
presumed innocent until the contrary has been established. Decisions regarding the commission of
academic misconduct or professional unsuitability shall be determined using the balance of probabilities
as the standard of proof. A record of all allegations of misconduct, along with details of the resolution,
will be entered into the central academic records kept by the Registrar’s office.
Faculty, staff, or students who have reason to believe that an academic offence has been committed
should report the matter promptly to the dean of the faculty responsible for the course in which the
offence was committed. Alleged non-course related offences should be reported to the dean of the
faculty in which the student is enrolled.
5.16.5 Complaints resolved by the course instructor
In the following circumstances, the course instructor may choose to deal with allegations of academic
misconduct:
•
•
•
•
The offence relates to a piece of academic work representing 25 per cent or less of the final
grade in the course;
The student has committed no other academic offence before;
The student admits to having committed the offence; and
The student consents to the sanction proposed by the course instructor.
In such circumstances, the sanction proposed by the course instructor will consist of resubmission of a
piece of academic work, a written reprimand, or submission of a failing grade for the piece of work. The
course instructor may also choose to deal with these cases personally or to refer them to the course
dean for action. The student may also elect to have the matter referred to the course dean. Before
acting, the course instructor must check with the Registrar’s office to see whether any record of any
previous academic offence(s) had been deposited in the student’s file. For a first lesser academic
offence, the course instructor is responsible for notifying the student of the offence and securing the
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student’s written acknowledgement that they had committed the offence, that they agree to the
sanction, and that they agree that no appeal may be taken from this sanction. Upon notification, the
student will have five working days in which to respond to the allegation. If no response is received
within the time period, the instructor will refer the matter to the course dean for formal resolution. In
any event, the course instructor shall notify the Registrar’s office of the offence. This material will be
placed in the student’s file for future reference but no notation will appear on the academic record.
Lesser academic offences resolved by agreement between the course instructor and the student may
not be appealed.
5.16.6 Complaints resolved by the dean
If a complaint of academic misconduct cannot be resolved by a course instructor, or if the course
instructor or the student refers the complaint to the course dean, the dean shall be responsible for
addressing the complaint. All allegations of professional unsuitability must be addressed by the home
dean.
A student will not be permitted to withdraw from the course in which the offence was alleged to have
been committed until the matter is resolved and sanction imposed. Once notified of an unresolved
complaint relating to academic misconduct and/or professional unsuitability, the dean shall notify the
Registrar’s office to put the student’s account on hold and refer the matter to an academic integrity
committee comprised of the dean’s delegate and two members of the academic staff to investigate the
complaint and recommend a resolution. In cases where the resolution may result in the expunging of
grades, the revoking of degrees, or in the student being suspended or expelled, the deans of both the
faculty responsible for the course in which the offence was committed and the faculty in which the
student is enrolled must consult and agree on the sanctions coming from the offence. If the deans
cannot agree on the sanctions, the final resolution will rest with the associate provost, academic. Once a
final resolution has been determined, the course dean will notify the parties and the Registrar’s office in
writing.
5.16.7 Procedures for formal resolution
The dean/delegate must inform the student, in writing, of the allegations, the possible sanctions and a
copy of the pertinent policy statement. The student will be given five working days to prepare a
response. The academic integrity committee will meet with the student to hear the response. The
student is entitled to be accompanied by up to two advisors at this meeting, provided 48 hours advance
written notice is given of the identity of the advisors.
The academic integrity committee shall conduct an investigation of the allegations and response, and
make its recommendation to the dean within 10 further working days. The dean will notify the parties
and the Registrar’s office of the decision in writing.
5.16.8 Transcript notations and appeal process
Transcript notations for academic misconduct will include the following range of notations: grade of F
assigned for [course number] for academic misconduct; suspended for academic misconduct for [dates
of suspension]; suspended for professional unsuitability; and permanently expelled for academic
misconduct. Transcript notations will normally be recorded on the academic transcript for a minimum of
two years.
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A student may apply to the Academic Appeals Committee to have the notice of suspension and/or
transcript notation expunged from his/her academic record after a minimum of two years from the last
offence. If the appeal is granted, the Registrar’s office will be notified to remove the notation.
Transcript notations for students who are suspended for professional unsuitability or permanently
expelled for academic misconduct will remain on their academic record and cannot be appealed.
Section 5.25 Final examination policy
5.25 Final examination policy
This policy provides guidelines for the scheduling and administration of final examinations, as well as the
submission, approval, and release of final grades.
Definitions
Final examination – Final examinations as referenced in this document should be interpreted in the
ordinary sense of the word; usually covering all, or a very substantial portion of, the material dealt with
in one academic term.
Non-comprehensive final examination – An examination held after the end of lectures, covering only
the last unit of work completed in a course. These examinations are not administered by the Registrar’s
office, but they are subject to the rules of scheduling, proctoring, grade submission, and other
miscellaneous regulations set out in sections 1, 3, 4 and 5 of this section.
The purpose of the final examination policy is:
•
•
•
•
To enable university faculty and staff to meet their responsibilities regarding the preparation
and administration of a final examination through a common final examination schedule;
To facilitate the timely submission, approval, and release of final grades;
To outline appropriate cases for deferred, supplementary, and reread of examinations; and
To provide procedures for dealing with violation of examination protocol and emergency
situations.
Students must present their current student ID card at each examination. If a student fails to produce
their student ID card, they will be required to immediately obtain a substitute card from the Campus ID
Services; no extension of the examination will be permitted to compensate for the delay encountered.
5.25.3.4 Materials
Permissible materials should be communicated clearly to students prior to the last day of lectures for
the term. This includes information regarding the use of textbooks, lecture notes, etc. Only those items
authorized for use in the examination are to be brought into the examination room. If calculators or
other instruments are allowed, instructors should exercise care in specifying the exact type of
instrument permitted. Any jackets, hats, bags, knapsacks, etc., are to be left at the front or back of the
examination room and may be picked up at the end of the examination. For reasons of security,
students should be discouraged from bringing their laptops into the examination room if they are not
required for their examination. If students do bring their laptops into the examination room, they should
be directed to store them under their chairs. Any other electronic devices, unless explicitly permitted by
the course instructor, are not permitted into the examination room. The university is not responsible for
lost or stolen items brought into examination rooms.
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5.25.3.5 Violation of examination protocol
Where there are reasonable grounds to believe a violation of examination protocol has occurred, the
course instructor or proctor has the authority to:
•
•
•
•
•
Remove any materials or devices not authorized for use in the examination and keep such
materials until the student has completed the examination;
Search through personal belongings to remove evidence of the violation (this must be done in
the presence of the student and another proctor);
Ask the student to produce evidence of the violation where the course instructor or proctor
believes that he/she has hidden it on his/her person – under no circumstances should the
alleged offender be touched;
Ask the student to move to a seat that is more easily monitored; and
Remove answer books and replace them with new ones.
In all cases, a student should be permitted to finish writing the examination. At the conclusion of the
examination, the course instructor or proctor must make a note of the time and details of the alleged
offence, including any refusal to cooperate. The course instructor or proctor should explain to the
student that the status of his/her examination is in question and set it aside. All evidence should be
gathered and turned over to the course instructor. The course instructor and/or proctor must file a
complaint of academic dishonesty.
5.25.3.7 Disruption of examinations
Conduct around the disruption of an examination or conspiring to disrupt an examination shall be dealt
with under the UOIT student conduct and disciplinary procedures in non-academic matters and/or
criminal or civil proceedings as appropriate.
NOTE: UOIT reserves the right to make changes to this document at any time. This document is
consistent with existing policy; however, the official policy can be found in Section 5 of the UOIT
Academic Calendar. It is the responsibility of students to know and abide by the official policies
and practices.
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Additional Resources and References
Academic Integrity Tutorial, York University,
http://www.yorku.ca/tutorial/academic_integrity/introdefn.html
Academic Integrity Quiz, http://education.indiana.edu/%7Efrick/plagiarism/item1.html
Akademi University. Academic cheating: frequency, methods, and causes. "Reasons for cheating
and not doing it." http://www.leeds.ac.uk/educol/documents/00001364.htm
A Student's Guide to Academic Integrity at The University of Oklahoma,
http://integrity.ou.edu/students_guide.html
Crittenden, Hanna & Peterson. (2009). The cheating culture: A global societal phenomenon.
Business Horizons, 52, pp.337-346.
Fundamental Values Project, The. International Centre for Academic Integrity,
http://www.academicintegrity.org//icai/resources-2.php
Harding, T.S., Carpenter, D.D., Finelli, C.J., & Passow, H.J. (2004). Does academic dishonesty
relate to unethical behavior in professional practice? An exploratory study. Science and
Engineering Ethics, 10, pp. 311–324.
Hill, C. (ed.) (2010). Special Report: Promoting Academic Integrity in Online Education.
http://www.FacultyFocus.com
Lawson, R. A. (2004). Is classroom cheating related to business students' propensity to cheat in
the "real world"? Journal of Business Ethics, 49(2), pp. 189-199.
Nonis, S. and Owens Smith, C. (2001). An examination of the relationship between academic
dishonesty and workplace dishonesty: A multicampus investigation. Journal of Education
for Business, pp. 69-77.
Plagiarism: What it is and how to avoid it, http://www.indiana.edu/~wts/wts/plagiarism.html
Plagiarism vs. Cheating: What is the difference? [Presentation]
http://www.slideshare.net/maryaliceosborne/plagiarism-vs-cheating-what-is-thedifference-presentationUniversity of Texas, Academic Integrity,
http://deanofstudents.utexas.edu/sjs/academicintegrity.html
Plagiarism.org, http://plagiarismadvice.org/
Preiss, M., Klein, H., Levenburg, N. & Nohavova, A. (2013). A cross-country evaluation of
cheating in academia—A comparison of data from the US and the Czech Republic.
Journal of Academic Ethics, 11, pp.157–167.
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Ryerson University. Academic Integrity: Plagiarism,
http://www.ryerson.ca/academicintegrity/Students/Undergraduate/plagiarism/index.ht
ml
Sims, R. (1993). The relationship between academic dishonesty and unethical business
practices. Journal of Education for Business, (68)4, pp. 207-211.
Understanding Plagiarism,
http://plagiarismproject.pbworks.com/w/page/17099700/Understanding%20Plagiarism
%20%28Student%29
University of Toronto, How Not to Plagiarize, http://www.utoronto.ca/writing/plagsep.html
University of Ontario Institute of Ontario (UOIT). Calendar 2014-2015. University of Ontario
Institute of Technology, 2014.
UOIT, Giving credit: When to cite, when you don't need to cite, http://uoit.ca/main/currentstudents/academics-and-programs/programs-and-resources/academicintegrity/resources/giving-credit.php
UOIT, Nool: Academic Honesty, http://nool.apa.uoit.ca/writing/references-andcitations/academic-honesty/
Western University School of Graduate and Postdoctoral Studies Academic Integrity Module,
http://www.uwo.ca/ombuds/graduate/AI.html
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