Academic Misconduct

• Information for Faculty/Staff
• Information for Students
• Plagiarism Guide for Faculty

All forms of academic misconduct are prohibited by the Student Code of Conduct. Academic misconduct is an A level offense and is defined by the student code of conduct as Dishonesty or deception in fulfilling academic requirements. It includes, but is not limited to:

• cheating
• plagiarism
• un-permitted collaboration
• forged attendance (when attendance is required)
• fabrication (e.g., use of invented information or falsification of research or other findings)
• using advantages not approved by the instructor (e.g., unauthorized review of a copy of an exam ahead of time)
• knowingly permitting another student to plagiarize or cheat from one's work
• submitting the same assignment in different courses without consent of the instructor.

Note: An instructor may impose a grade penalty for academic misconduct and/or file a judicial referral.

If you are unsure about a question of academic misconduct, consult your instructor or the director of Judiciaries. If you are found to be involved in academic misconduct, your instructor has the option of lowering your grade or giving you an F grade on the project or in the course, and/or referring you to Judiciaries. Possible sanctions through Judiciaries are suspension, expulsion, or any sanction not less than a reprimand.

Information for Faculty/Staff

Mission Statement

The purpose of this information is to assist faculty in creating an atmosphere that promotes honest academic interchange among all individuals in the classroom. One of the goals of the university is to ensure that students are honest and forthright in their academic endeavors. Incidents of academic dishonesty disrupt the educational process and produce a great deal of personal anxiety for faculty members, as well as students, so it is important to support the prevention and deterrence of such incidents.

One way to accomplish this goal is for faculty members to create an environment that promotes honesty by educating students as to the university's expectations regarding proper conduct and the consequences of dishonest behavior.

Promoting Honesty

Academic dishonesty is a serious problem and deserves serious attention. Bowers' and McCabe's studies (1994) that span over 30 years report that "student cheating has changed little over the years, [but] the fact remains that the majority of students report at least one instance of cheating while in college" (p. 9).

Academic misconduct implies dishonesty or deception in fulfilling academic requirements and includes, but is not limited to, cheating, plagiarism, or the furnishing of false information to the university or a university affiliate in academic related matters. An affiliate of the university is any person, organization, or company that works in conjunction with Ohio University for the purposes of assisting students in fulfilling their academic requirements.

As an educational institution, Ohio University is committed to helping students to change their inappropriate behavior. The Ohio University Student Code of Conduct is predicated on the philosophy of educational discipline and provides faculty, staff, and students with a process by which to hold students accountable for behavior that is inconsistent with the educational mission of the university.

University Judiciaries provides for the objective examination of facts surrounding alleged misconduct and reinforces responsibility through educational sanctions designed to encourage students to change their behavior and to learn from their mistakes.

Outline Your Expectations at the Beginning of the Quarter

Assist your students in understanding academic integrity by engaging in the following:

Include a statement on the university's expectation of academic integrity on your syllabus. For example: "Academic integrity and honesty are basic values of Ohio University. Students are expected to follow standards of academic integrity and honesty. Academic misconduct is a violation of the Ohio University Student Code of Conduct subject to a maximum sanction of disciplinary suspension or expulsion as well as a grade penalty in the course.

Discuss the importance of academic integrity and clarify university policies regarding academic misconduct prior to any graded assignment.

Present an appropriate ethical model for students by setting an example of fair and consistent behavior.

Create an environment conducive to academic integrity by avoiding stressful conditions such as inappropriate assignments, unreasonable deadlines, or capricious changes in requirements.

Provide a Classroom Climate that Encourages Academic Integrity

Prevention suggestions from experienced faculty:

Files of past examinations are sometimes maintained by student groups and are readily available to large numbers of students. Number and collect copies of examinations or rewrite examinations every quarter.

Access to examinations should be limited. Destroy "waste" copies and carefully screen employees who have access to examinations. Faculty offices are not secure places to keep examinations on file.

Carefully proctor examinations. More than one proctor should be present when more than 40 students take an examination. Other prevention ideas include the following: a prearranged seating plan, a sign-in sheet or presentation of identification card and signature. The classroom should not be left unattended.

Research has shown that if a final examination or paper is a large percentage of the final grade, students are more likely to cheat or plagiarize. Provide multiple graded opportunities. (See suggestions regarding plagiarism.)

Use essay rather than multiple choice examinations if possible.

Do not allow students to leave the classroom during examinations.

Do not permit hats or headphones during an examination.

Do not use undergraduate students to type or duplicate examinations. The temptation to share the information is often too great.

Suggestions specifically for large class sections

Require positive identification from students when they enter the room to take an examination or when they turn in their answers.

Have students sign their answer sheet. Signatures can be compared if a question arises.

Count or number examinations and compare this to the number of examinations returned.

Consider using multiple forms of examinations. Shuffle the order of examination questions or have the same test printed on different colored paper to give the appearance of multiple tests.

If space permits, seat students so that at least one seat is empty between them.

In departmental examinations, seat the discussion or lab sections together. The teaching associate for each section should monitor that section for greater control.

Suggestions regarding plagiarism

Do not assume that students have been informed about plagiarism and correct documentation in high school or another class. During an early class period, identify your expectations and give concrete examples.

In assigning term paper topics, discuss the issue of plagiarism and make sure students understand proper documentation of sources.

Whether you assign specific topics or let students choose their own, provide a description of the type of analysis wanted for the paper. Ask for a copy of rough drafts, bibliographic notes, and revisions. Purchased papers are more likely to be submitted when the instructor assigns a paper but does not supervise research in clearly delineated stages.

Recommended Responses to Suspected Misconduct

Some faculty and teaching associates assume that the established procedures to deal with academic misconduct are so complicated that it is better to ignore the problem. This puts honest students at a disadvantage. These practices may injure both responsible students and faculty, as well as prevent the university from identifying and confronting repeat offenders. When academic misconduct is displayed, two issues arise: the issue of the grade in the class over which the faculty member has complete authority, and the issue of dishonest or deceptive behavior over which University Judiciaries has authority to take disciplinary action. Academic dishonesty is an A-1 violation of the Ohio University Student Code of Conduct. Both issues are of great importance and must be addressed if the university is to maintain high academic standards, confront deceptive behavior, and assist in changing unethical behavior.

Suggested procedures to follow when an instructor witnesses suspicious behavior

If a student is using notes or crib sheets, immediately and discreetly confiscate the notes.

If students are talking, announce that no talking is permitted during the exams, and/or quietly ask the students to stop talking.

If students are talking or otherwise exchanging information, they can be asked to change seats or move apart.

If a student is looking at others' work, announce to the class that all work is individual and/or quietly tell the student that eyes must be kept on one's own paper.

Document the student's suspicious behavior and identify those students involved by setting their exams aside and recording their names.

If possible have another proctor/instructor confirm the behavior.

In reviewing the exams, if you find evidence of misconduct, schedule a meeting with the student, and describe to the student your observations and suspicions. Ask the student for an explanation. Explain to the student that you will handle the misconduct in a fair and consistent manner.

If you are satisfied with the student's response, advise the student of possible consequences related to future suspicious behavior. Be sure to document the conversation and send a copy to the student and to University Judiciaries for information purposes.

If not satisfied with the student's explanation, inform the student of the course of action that will be taken. For example, you may:

Assign the appropriate grade as described in the class syllabus, and send to the student and University Judiciaries the appropriate documentation, or

File a formal judicial charge with University Judiciaries, along with supporting documentation. University Judiciaries will notify the student of the pending judicial charges.

Note: Supporting documentation should include a written statement from the instructor or person who observed the incident as well as an account of the steps taken to resolve the incident, crib notes, tests, reports, programs, written statements by the accused student and witnesses, as well as the name, address, and telephone number of any witnesses.

Recommended Responses to an Accusation of In-Progress Misconduct by Another Student

If one student accuses another of cheating while an examination is in progress, do any of the following as appropriate, depending on the validity of the accusation:

Ask the student making the accusation to see you after the examination, and observe the behavior of the accused student.

After the examination get a detailed description of suspicious behavior observed by the student making the allegation.

Inform the student making the allegation of the process for filing a formal complaint.

Instruct the student making the allegation that this is a confidential matter and should not be the subject of gossip.

Investigate the allegation as described in the preceding section.

Filing a Formal Judicial Referral with University Judiciaries

In order to file a formal complaint of academic misconduct (A1 offense), the faculty member must complete a judicial referral form and submit it to University Judiciaries.

Upon receipt of a referral, the director or the assistant director of University Judiciaries will review the complaint and make a decision regarding its appropriateness. In most cases the director or the assistant director will consult with the faculty member making the complaint and
ask for supporting materials (i.e., seating chart, crib notes, classroom policy on academic misconduct, tests for comparison, etc.).

The accused will be sent a copy of the formal charge, an information sheet outlining his/her rights and options as provided by the Ohio University Student Code of Conduct, and an appointment date with the director or assistant director of University Judiciaries for a procedural interview.

During the procedural interview, the accused will be informed of the charge and possible sanction if found in violation. The accused will be given the opportunity to admit or deny the charge.

If the accused admits to the charge during the procedural interview, the director or the assistant director will impose the appropriate disciplinary sanction and notify the faculty member of the decision.

If the accused denies the charge, a hearing will be scheduled so that a broader exploration of the facts and circumstances may occur.

During the hearing, both the faculty member who lodged the complaint and the accused will have the opportunity to present their perspective of the incident. Based on the testimony and evidence presented at the hearing, a decision regarding the charge will be rendered. If the accused is found responsible for the offense, an appropriate disciplinary sanction will be imposed.

After a decision is rendered, the accused has the right to appeal the decision in writing within seven calendar days.

Should the accused be dissatisfied with the decision of an appeal, under extremely unusual circumstances the accused may request that the president of the university review the decision.

For a more detailed description of the hearing process, please consult the Ohio University Student Code of Conduct. [link to student code of conduct within this site]

For More Information

If you have any questions regarding academic integrity, please contact University Judiciaries at 593-2629, the ombudsman at 593-2627, or your department chairperson. Please forward any written suggestions or comments to Ohio University Judiciaries, 349 Baker University Center.

Sources

Several of the ideas in this site have been adapted, with permission, from the Academic Dishonesty brochure prepared by the Judicial Affairs Office at the University of Maryland and from guidelines used at the University of Florida.

McCabe & Bowers. "Academic Dishonesty Among Males in College: A Thirty Year Perspective," Journal of College Student Personnel 35 (1994): 5-10.

Information for Students

Mission Statement

As an academic community, Ohio University holds the intellectual and personal growth of the individual to be a central purpose. Its programs are designed to broaden perspectives, enrich awareness, deepen understanding, establish disciplined habit of thought, prepare for meaningful careers, and thus to help develop individuals who are informed, responsible, and productive citizens.  Part of this process includes the expectation that students will be honest and forthright in their academic endeavors; therefore, all forms of academic misconduct are prohibited by the Ohio University Student Code of Conduct.

Upholding Honesty

Academic integrity and honesty are basic values of Ohio University. Students are expected to follow standards of academic integrity and honesty. Academic misconduct implies dishonesty or deception in fulfilling academic requirements and includes, but is not limited to, cheating, plagiarism, or the furnishing of false information to the university or a university affiliate in academic related matters. An affiliate of the university is any person, organization, or company that works in conjunction with Ohio University for the purposes of assisting students in fulfilling their academic requirements.

The Importance of Academic Integrity

Academic integrity suggests that students are honest and forthright in their academic endeavors. Moreover, having such integrity suggests that you are forthright and honest in all aspects of your life. Because academic misconduct may imply dishonesty, you may be affected in the following ways by those who engage in academic misconduct:

Your degree from Ohio University will be degraded if it is believed that Ohio University students and alumni are dishonest.

You will not receive the full credit for work that you have done honestly because those who were dishonest will likely receive a higher grade.

You may lose a job opportunity or a slot at a desired graduate school to a person who engaged in dishonest behavior and maintained a higher grade point average.

Faculty members may distrust students and create an atmosphere that allows little stimulation and creativity for honest students.

Forms of Academic Misconduct

Academic misconduct is an A1 violation of the Ohio University Student Code of Conduct and is defined by the student code of conduct as dishonesty or deception in fulfilling academic requirements. It includes, but is not limited to cheating, plagiarism, un-permitted collaboration, forged attendance (when attendance is required), fabrication (e.g., use of invented information or falsification of research or other findings), using advantages not approved by the instructor (e.g., unauthorized review of a copy of an exam ahead of time), knowingly permitting another student to plagiarize or cheat from one's work, or submitting the same assignment in different courses without consent of the instructor.

To assist you in understanding Academic Misconduct the following are examples:

Cheating

Cheating is defined as any attempt by a student to answer questions on a test, quiz, or assignment by means other than his or her own knowledge.

Examples:
Using the textbook or other materials, such as a notebook, not authorized for use during an examination.
Observing the work of another student or allowing another student to plagiarize, copy, or observe your work.
Using unauthorized material during a test, notes, formula lists, notes written on clothing, etc.
Taking a quiz, exam, or similar evaluation in the place of another person.
Providing or requesting assistance from another person in a manner prohibited by the instructor.
Using a laboratory, computer, or calculator improperly or without authorization.
Changing material on a graded exam and then requesting a regarding of the exam.
Acquiring unauthorized knowledge of an examination or any part of an examination.
Submitting the same paper in two different courses without the knowledge and consent of instructors.
Signing in persons other than yourself for class attendance

Plagiarism

Plagiarism is defined as the presentation of the ideas or the writing of someone else as one's own.

Examples:
Reproducing another person's work, whether published or unpublished.(This also includes using materials from companies that sell research papers.)
Submitting as your own any academic exercise (written work, computer printout, sculpture) prepared totally or in part by another.
Allowing another person to substantially alter or revise your work and submitting it as your own.
Using another's written ideas or words without properly acknowledging the source. If a student uses the words of someone else, he or she must put quotation marks around the passage and add indication of its origin, such as a footnote. Simply changing a word or two while leaving the organization and content substantially intact and failing to cite the source is plagiarism. Students should also take note that failure to acknowledge study aids such as Cliff's Notes or common reference sources constitutes plagiarism.

If a student is unsure about a question of plagiarism or cheating, he or she is obligated to consult his or her instructor on the matter before submitting the material. If you have any questions, consult the Office of University Judiciaries.

Extended Example of Plagiarism

While preparing a paper on John Steinbeck's The Red Pony, the student finds the following passage in The Intricate Music: A Biography of John Steinbeck by Thomas Kiernan (1979):

"The Red Pony, a minor American classic about a boy's discovery of the accidental but uncompromising cruelty of nature, was a tale that Steinbeck simply had to write, given his own boyhood perceptions. The story, as in all of Steinbeck's works, was nothing more than a vehicle for his larger theme, a theme that runs like a unifying thread through most of his literature: the eternal struggle between man as a unique deviation from mindless natural order, and man as a fated, helpless component of that order.

The three passages that follow are examples of ways that this passage may be unethically used within the student's work.

Example 1
Undocumented, verbatim use of Kiernan's actual words. The story, as in all of Steinbeck's works, was nothing more than a vehicle for his larger theme: the eternal struggle between man as a unique deviation from mindless natural order, and man as a fated, helpless component of that order.

Example 2
Undocumented paraphrase of Kiernan's actual words. The novel is only yet another way for Steinbeck to express his recurring and overriding theme, that humanity is caught between two contradictory relationships to nature.

Example 3
Undocumented use of Kiernan's main idea. Therefore, the major theme in Steinbeck's work surfaces in The Red Pony. As in most of his other novels, the author is preoccupied with the adverse role of humanity in relation to the natural world.

Listed below are examples of the proper use of source material:
Correct documentation of verbatim quotation from Kiernan's book: According to Thomas Kiernan, Steinbeck's The Red Pony "was nothing more than a vehicle for his larger theme . . . the struggle between man as a unique deviation from mindless natural order, and man as a fated, helpless component of that order."

Correct documentation of a specific idea from Kiernan's book: The major theme of The Red Pony, therefore, as Kiernan has suggested, seems to be the same as is to be found in Steinbeck's other novels: the examination of humanity's relationship to nature.

Thomas Kiernan, The Intricate Music: A Biography of John Steinbeck (Boston: Little, Brown & Co., 1979), p. 21.

Judicial Procedures of Ohio University Regarding Academic Misconduct

When academic misconduct is displayed, two issues arise: the issue of the grade in the class over which the professor has authority, and the issue of dishonest or deceptive behavior over which University Judiciaries has authority to take disciplinary action. Academic dishonesty is an A-1 violation of the Ohio University Student Code of Conduct.

Both issues are of great importance and must be addressed if the university is to maintain high academic standards, confront deceptive behavior, and assist in changing unethical behavior.

Should a faculty member suspect that you have been involved in academic misconduct, he or she will normally confront you and then determine what action should be taken.

The instructor may impose the appropriate grade penalty and/or file a formal judicial referral with University Judiciaries.

If the instructor accuses you of misconduct and takes action, one or both of the following may occur:
A grade penalty, such as an F, may be imposed on the project or in the course.
A formal judicial referral may be filed with University Judiciaries.
If the instructor files a formal judicial referral against you with University Judiciaries:
You will receive written notification from University Judiciaries including the time and date of your scheduled procedural interview.
During your procedural interview, the director or assistant director of University Judiciaries will outline your rights and options, clarify the charge that has been lodged against you, and provide you an opportunity to explain your perspective of the incident.
You have the right to admit or deny the charge.
Should you admit to the charge, the director or assistant director will impose a disciplinary sanction appropriate to address the misconduct.
Should you deny the charge, you have the right to a hearing so that a broader exploration of the facts and circumstances may occur.
If you are found responsible for misconduct either by your admittance or through the course of a hearing, the result could be a disciplinary sanction of expulsion, suspension, probation, or other sanction.

The Appeal Process at Ohio University Regarding Academic Misconduct

Two levels of appeal are provided by the code of conduct. The first level is a University Appeal Board which is comprised of university hearing board members. If this appeal is denied, the final level of appeal is a presidential review by the president of Ohio University.

If a student wants to appeal the grade penalty, she or he should consult the following people, in sequence, until a decision has been reached:

the professor of the class

the chairperson of the department in which the class is being taught

the dean of the college

the university ombudsman

"I have been accused of academic misconduct!"

If you are charged with academic misconduct, don't panic! Read the charges carefully.

You may consider speaking with the professor to clarify the situation and/or pursuing clarification during your procedural interview with the director or assistant director of University Judiciaries. You may also consider speaking with a representative from Students Defending Students:

Students Defending Students
Tel: 593-4045
Fax: 593-0696

Students Defending Students is a volunteer organization that advises and counsels students who have been charged with violating the Ohio University Student Code of Conduct. This service is free. These volunteers will help you prepare your response to the charge by talking with the parties involved, providing education about the judicial process, and answering questions. Students Defending Students is not affiliated with University Judiciaries

Sources

Ohio University Student Handbook
Academic Dishonesty and Honesty brochure prepared for the faculty at the University of Louisiana

Plagiarism Guide for Faculty

Prepared by Michael Bugeja, special assistant to the President, for use by the Office of Judiciaries.

Be sure to have a statement about plagiarism in your syllabus, notifying students about consequences should you find evidence thereof. Because plagiarism cases differ, from improper citations to outright theft, you should give yourself some latitude by using a statement like this: "If you are caught cheating or plagiarizing another's work, you may receive a failing grade for the assignment and/or class and may be reported to Office of Judiciaries."

Before you accuse a student of plagiarism, you should consult with the Office of Judiciaries. Do so for your own protection. Remember you must have solid evidence before you take action or fail a student; suspicion alone is insufficient. Otherwise you can expose yourself to counter charges or even legal action. To help you gather evidence, consider the methods below.

Search via Engines. Thanks to the Internet, you have access to dozens of search engines to track down source documents. Here are some popular ones: Excite, Alta Vista, Infoseek, Yahoo!, Lycos, Snap, Northern Light, et al. If one search engine fails, try another. You can also use a meta-search engine like http://www.metacrawler.com/,  which accesses multiple search engines. To learn more about search engines, check out Search Engine Watch http://www.searchenginewatch.com/, Search Engine Showdown http://www.notess.com/search/  or Ixquick Metasearch http://ixquick.com/eng/ 

Start With the First Paragraph. Your word-thief probably stole from the top of the source document. So enter into a search engine a phrase from the first paragraph. There's another reason to start with leads: many search engines, publication archives and library databases summarize them in abbreviated listings.

Choose Awkward or Odd Phrases. If your search fails, using leads, enter awkward locutions into a search or meta-search engine. An Ohio University student was caught plagiarizing because she used British spellings and these odd-sounding phrases in a final project: "indispensable guarantors" and "considering advertising's social impact." In less than 10 seconds, a meta-search engine generated addresses for five sites containing the source document.

Use Illogical Word Combinations. The word "Boolean" means "logical word combinations," such as "advertising AND ethics." That combination produced 14774 hits on Excite.com-far too many to weed through in your hunt for a source document. To catch a plagiarist, make your Boolean searches illogical, taking a rare word from the plagiarized document-"beanbag," for instance-and combining that with your operative word. By contrast, the combination "beanbag AND ethics" yielded 13 hits on Excite.com.

Use Library Databanks. Boolean searches are perfect if you are searching library databanks-most of which now are online. Databanks often supplement information that search engines omit. Typically, though, you won't be able to access the source document but an abstract thereof (which should provide you with enough information to decide if you should access an article from an online newspaper or magazine.