• The Honor Code policy
• Examples of behaviors that violate the Honor Code.
• Share your obligation (and student's obligation) to report an Honor Code violation.
• Your potential grade penalty (Typical grade penalties are a zero for the assignment or one letter grade lower as a final grade.)

• Faculty members are required to report potential violations of the Honor Code to the Office of Student Conduct and Academic Integrity.
• When a student is uncertain as to whether conduct would violate the Honor Code, it is their responsibility to seek clarification from the appropriate faculty member.

• Academic Integrity Tutorial [video]

• Instructor’s office hours

• The Purdue Online Writing Lab

• Student Success Center

• The Writing Center

• University Libraries: Citation Basics

• I will practice personal and academic integrity;
• I will respect the rights and dignity of all persons;
• I will respect the rights and property of others;
• I will discourage bigotry, while striving to learn from differences in people, ideas and opinions;
• I will demonstrate concern for others, their feelings and their need for conditions which support their work and development.

As a partner in your learning, it is important for both of us that any assignment submission is a pure reflection of your work and understanding. The introduction of artificial intelligence options to complete academic work jeopardizes my ability to evaluate your understanding of our course content and robs you of the ability to master the subject matter.  

Suspicions of use of artificial intelligence aids will be referred to the Office of Academic Integrity as alleged violations of Cheating, defined as “unauthorized assistance in connection with any academic work” and/or Falsification, which includes “misrepresenting or misleading others with respect to academic work or misrepresenting facts for an academic advantage”.

• The use of previous semester course materials is not allowed in this course. This applies to homework, projects, quizzes and tests. Because these aids are not available to all students within the course, their use by any individual student undermines the fundamental principles of fairness and disrupts your professor’s ability to accurately evaluate your work. Any potential violations will be forwarded to the Office of Student Conduct and Academic Integrity for review.
• The use of previous semester course materials is allowed in this course. Keep in mind that they may serve as helpful teaching tools, but they are not guidelines for how you should complete your work this semester.

How Students Cheat:

• Cell phone use for an academic advantage.
• Improper collaboration.
• Copying from a social study site like Chegg or CourseHero.
• Sharing test/quiz answers or papers in GroupMe.

Proactive Strategies:

• Create expectations for GroupMe and how or if it can be used in your class at the start of the semester.
• Create a list of preferred online resources, this list will guide students in a direction that encourages the use of acceptable resources.

Homework Strategies

• Be clear about whether it is a collaborative or individual assignment.
• Make the assignment meaningful explain why the assignment will assist the student with the course learning objectives.
• Utilize quizzing to mastery techniques ie: provide practice quizzes.

Exam Strategies

• Do not use practice problems, these are likely to be found online on websites like Chegg or CourseHero.
• See if previous exams are available on CourseHero, Chegg, or other social study sites.
• Use a question bank to create multiple versions of an exam and reorder questions on exams.
• Change test/quiz questions each semester.
• Create a seating chart. 
• Use color coded exams.
• Have students place all of their items at the front of the room.

Online Strategies:

• Set a time limit for completing the examinations.
• Utilize proctor services.
• Don't allow students to review their feedback until after exams are closed.
• Use open-book exams. Consider issues with cell phones and calculators, books, papers, Internet resources, etc.

Common Behaviors:

• Sharing work (in person or electronically).
• Not reporting violations.

Proactive Strategies:

• Explain what group work should and should not look like in your classroom. If you permit students to work together on an assignment, go a step further and explain what working together means. For example, you may assign a project with group work and a follow up report that has to be independently written. 

Common Behaviors:

• Attendance documentation.
• Creating a fake doctor's note.

Proactive Strategy:

• Utilize a combination of attendance taking strategies (TopHat, Reef, plus random checks).
• Make a note in your syllabus that you require documentation (doctor's note, obituary) to be submitted if a student requests to make up missed work.

How students plagiarize:

• Poor paraphrasing.
• Copying material and pasting it into their assignment.
• Purchasing a paper from another student or from an online source.

Proactive Strategies:

• Talk openly about what plagiarism is and how you will check for it.
• Help students understand and guard against plagiarism with online tutorials or helpful websites.
  • Purdue Owl
  • University libraries
  • plagiarism.org
  • Academic Integrity Tutorial
• Help SafeAssign be more accurate by uploading frequent course readings.
• Use written assignments as an opportunity to learn your student's voices. As a result you will be able to to detect when a student's voice may not be their own. 
• Assign papers on topics that can't be plagiarized - tie in current events, specific class topics, or unique perspectives.
• Give students some choice in the topic so they can find something that sparks their interest.
• Focus on the paper-writing process, not just the final product.
• Consider the use of honor pledges for essays.

Adapted from "Confronting Cheating" from University of California, Davis Office of Judicial Affairs. 

How to Respond:

• Submit written assignments through SafeAssign and report both students.
• In large group concerns encourage students to come forward and ask OSCAI to present to your class.

How to Respond:

• Gather information to explain your concern.
• Utilize the Ombudsperson or OSCAI to verify potentially falsified information.

How to Respond:

• Examine the SafeAssign report.
• Understand the nuances of SafeAssign.
• Consider Googling suspicious phrases.
• If you're concerned a student has not written their own work, ask specific questions related to high level concepts or terms.

Social study sites are websites like, Quizlet, CourseHero and Chegg. These sites allow students to upload, access, and share information from their classes. Essentially, they are digital test files that may be comprised of flashcards, course notes, PowerPoints, quizzes, or test materials. To best understand these sites it would be helpful to quickly Google search your course code.

Often students are able to access the different materials by either uploading their own material or paying a subscription service to view the content. Since each site crowd sources its information students have access to anything uploaded from previous semesters.

These sites provide ease of access to students who are looking to cut corners.

It is difficult to definitively answer if use of these sites is cheating. Students understand that copy/paste plagiarism and cheating are violations and considered unauthorized assistance. However, what they have difficulty in understanding is if use of the information in completing assignments, developing their notes or study guides, or exam preparation is “unauthorized”. Therefore, faculty need to set the guidelines for use of these sites for their course assignments, study prep and exams.

Use of these sites will only continue to grow. Therefore, it is paramount that we address how to utilize these websites effectively and in accordance with the Honor Code. Below are some strategies to address this issue:

• Post your course material and old tests on Blackboard or Office 365 Teams to create your own monitored social study site.
• Post only answers not questions to quiz and exam material. This still will help students identify subject matter they need to learn more about.
• Recollect tests after you hand them back for in class review. Students shouldn’t leave your class with a copy otherwise it gives them access to  upload them to social study sites.
• Include a statement about using these sites effectively in your course syllabus.
• Share that students cannot post quiz or test questions/answers to these sites as it may be a violation of our cheating: unauthorized access, use, or distribution policy.  

If you are trying to examine your current strategies and in need of assistance, please call to schedule a consultation with our staff.

University of Colorado - Boulder

• Break up the course into 20-30 minute components.
• Split students into groups for active learning.
  • Groups can present to the class on their findings and reflections.

• Have students sign their answer sheet. 
• Consider multiple forms of examinations. Shuffle the order of examination questions. 
• For departmental examinations, seat the discussion or lab sections together. The TA for each section can monitor that section for greater control. 

Adapted from Ohio University's Resources for Faculty

Give students one minute to reflect on two questions:

• What is the most important thing you learned today?
• What question still remains in your mind?

This activity helps students reflect on the class and identify where there is still confusion or they need more information. This information can be used by the instructor to know what information may need to be reviewed. 

• Split students into groups, give them a problem to solve that they don't have the knowledge to solve (yet). 
• Have them work together to make predictions.
• After the activity give a short lecture about the topic at hand - they will understand the topic more because they can apply the lecture to the activity.