Dean of Students Office

• Reviewing academic integrity expectations within the syllabus and instructions for assignments, quizzes, and exams.
• Have clear expectations for use of AI, collaboration, group work, and other assignments.
• Having several versions of a quiz or exam alternated between students.
• Changing assignments and exam problems from semester to semester.
• Use available tools like Respondus, Turn It In and GPTZero. Reminder that these tools have limitations as proof of cheating and you will need additional evidence.
• Randomize questions for online quizzes or exams.
• Limit the time students have to take online quizzes or exams.
• Consider assessing students in ways that discourage cheating.
• Reflect on assessments timing/pacing and their point value. Would they encourage or discourage cheating?
• Be aware of and monitor study sites like Chegg and Course Hero for your course materials. Review and follow the sites processes for removing any of your course materials.
• Address academic misconduct that does occur.

Instructors are required to follow the procedures outlined in Chapter UWS 14 Academic Disciplinary Procedures when they discover and address possible academic misconduct in their classroom. The Dean of Students Office (DOS) is available to consult on any academic misconduct cases and can be contacted for any questions regarding the process or the allegations you are investigating.

Instructor should follow these steps:

1. Gather evidence that supports the alleged violation.

2. Offer the student(s) an opportunity to meet with you about the alleged violation. In your communication with the student explain why you would like to meet and provide a deadline for the student to respond to your outreach. If the student does not respond or chooses not to meet, proceed with making a determination based on available information (step 4).

3. Meet with the student to discuss the alleged misconduct. Explain to the student your reason why you believe misconduct occurred. Allow the student an opportunity to share their perspective regarding the allegations.

4. Making a determination and informing the appropriate parties.

• If you did not find any basis for the alleged misconduct, let the student know. The matter is considered resolved.
• If you found misconduct did occurred determine the sanctions:
  • Recommened Sanctions in Group A (Group A sanctions can be issued without a letter/report to the Dean of Students Office. You must inform the student(s) of the outcome and that they have a right to a hearing).
    • An oral reprimand.
    • A written reprimand presented only to the student.
    • An assignment to repeat the work, to be graded on its merits.
  • Recommended Sanctions in Group B (Group B sanctions requires that instructors must write a letter/report to the student and submit a report to the Dean of Students Office.  Instructors are encouraged to use the Academic Misconduct Letter Template. This letter should be e-mailed and must be hand delivered or physically mailed via first class mail to the student’s address provided in Titan Web).
    • A lower or failing grade on the particular assignment or test.
    • A lower grade in the course.
    • A failing grade in the course.
    • Removal of the student from the course in progress.
    • A written reprimand to be included in the student’s disciplinary file.
  • Recommended Sanctions in Group C (Group C sanctions, instructors must contact the Dean of Students Office and provide a letter/report of the incident and recommended sanctions. The Dean of Students Office will meet with the instructor and the student. DOS will inform the instructor and the student of their determination.)
    • Disciplinary probation.
    • Suspension or expulsion from the university.

5. For Recommended Sanctions in Groups B and C: Insturctors are required to submit a letter/report and evidence to the Dean of Students Office at this link: Academic Misconduct Reporting Form.

6. (If applicable) Participate in an Academic Misconduct Hearing.

 Resources:

• Chapter UWS 14: Academic Disciplinary Procedures
• Academic Misconduct Reporting Form
• Chapter UWS 14- Academic Disciplinary Procedures Flow-Chart
• Academic Misconduct Template

• Course syllabus, with statement on academic integrity/misconduct.
• Instructions for the assignment in question.
• The student(s) submission(s).
• Turn It In or AI checker reports (These reports can provide false positive.)
• Source of plagiarized materials.
• Pictures, scans, video, audio recordings of any materials used for misconduct (pictures on phone, text messages, hidden written materials).
• Other examples of the student’s writing.
• Witnesses or witness statements.

The academic misconduct conference is an educational opportunity that can assist your investigation, build relationships with the student, and assist with student retention. The information obtained at this meeting should be included in your rational and if needed in a hearing. In cases where it is determined that a student did not engage in academic misconduct, the meeting can still serve as a valuable opportunity to connect with the student, offer support, and provide resources to assist their academic success.

Possible investigatory questions to ask:

• Tell me what happened.
• Tell me about your process in completing this assignment.
• What sources did you use? Can you share them with me?
• Can you summarize your (assignment) for me?
• How did you reach your conclusion?
• Explain the steps for how you got this answer.
• Where did you get ________information?
• Who else was involved?
• Is there anything I have not asked about you want to ensure I know?

Possible educational questions to ask:

• What influenced your decisions?
• How can you prevent something like this from happening like this in the future?
• What other options were available for you in this situation?
• What effect does this behavior have on you, your classmates and the greater community?
• How could similar choices impact your career goals?
• What can you do so something similar does not occur in the future?
• What campus resources have you utilized? (Provide other options that may be helpful)