AS&E Academic Honesty Policy Summary of key changes Most relevant points for Pre-major advisers

Section I. Introduction “The students, faculty and administrators of the College comprise a community of scholars who are committed to the pursuit of excellence in learning, teaching, creativity and research.” Trust: Academic honesty creates the necessary conditions of mutual trust and open communication that make intellectual inquiry and growth possible. Shared obligation: students, faculty, staff, administrators. Courage Our overarching objective in designing specific policy measures: to promote a just and trustworthy community, and to ensure equity, clarity and consistency in our adjudication of all alleged academic dishonesty cases.

Section II. Who is covered? NEW: Inclusion of AS&E graduate students under the policy All ug and grad students, matriculated or non- matriculated, who are enrolled in courses taught in the College

Sections III, IV, VI. Educating the AS&E Community A strong and consistent effort to educate all members of the AS&E community about the policy is essential for effectiveness and fairness. New sanctioning options (Section XI) are predicated on the education that will occur through these measures, among others: – Pre-enrollment communications with ugs: notice in orientation e-newsletter; Online summary of AH policy sent to all incoming students over the summer for them to read and acknowledge. Check their records in Onbase for completion. – Discussions addressing AH policy during ug orientation (more on this later) – Beginning of term announcement on Blackboard – Inclusion of AH statement on all syllabi; in-class discussion of AH – Honor Pledge

Section V. Violations of Academic Honesty All violations contained in the current policy remain. Newly defined violations: #4) Misconduct in group work #7) Unauthorized Recording, Distribution or Publication of Course-Related Materials; #8) Misuse of a Student’s Username and Password; #9) Impeding the Investigation or Conduct of Any BAH Matter.

Sections IX and X. Procedures for Reporting Cases New: Addition of the “Warning Letter” option (Section IX.A.) Instructor Resolution with Penalty (IX.B) and Board Resolution (X) processes are equivalent to the old Short Form and Long Form processes.

Section XII. Sanctioning Guidelines (New Section ) Categories of offenses and range of penalties are defined. Most reflect current sanctions determined by the BAH. Flexibility in sanctioning is still given. New sanctions: – Academic honesty tutorial required after first responsible finding. – XE and XF grades, which appear on transcript and are flagged as grades resulting from a finding of academic dishonesty. Meant primarily for second offenses of a moderate to major category. – Academic Disciplinary Probation options are defined.

Section XV. Confidentiality; Internal and External Reporting ( New section ) Under the new policy, a student’s BAH history may be reported within the College and in response to requests from external organizations under prescribed procedures. The student whose record is requested must have submitted the request, or signed off on a waiver that allows this reporting.

What to do if your advisee comes to you with an AH concern A course instructor has not addressed AH or a course instructor does not include honor pledge on an exam, for example – Encourage self-advocacy: Talk to instructor; file AH Concern Report A student is accused of academic dishonesty – Will the pre-major adviser find out? – What if the student tells the adviser about a case? BAH website to review policy AH liaison (located in CETL) Attend hearing for moral support if requested by student

Orientation Group Meeting Discussion The group meeting remains the primary time during orientation when AH is addressed. Prior to meeting, remind students about the online acknowledgment form and the online AH quizzes (at BAH website) At the group meeting: – Ask students why AH matters – Mention that surveys show that employers rank honesty/integrity first among qualities they seek – Personalize the importance of AH in our community using your experience – Course instructors are best resource for specific course expectations – Brainstorm examples of dishonesty (Section V of Policy) – Brainstorm common situations—(Following page)

Common Situations – Choose sample situations from AH Quiz for discussion, or prompt a discussion of common situations—that do not have one “right” answer. Focus on things that lead to dishonesty, rather than details of our adjudication process: – a friend asks you to look over an essay to proofread it; – a friend asks to see your completed essay, lab report or math problem set as a “guide” to doing it him/herself; – you don’t have time to go back and complete your citations for a paper; – when discussing how to solve a problem or analyze data from a lab, you take notes (written or on computer) or copy your partner’s solution to refer to later – in a lab you do the experiment and collect all the data as a team. The lab report is to be your independent work. How much can you collaborate on the written report? – you are pressured to do something that you know is dishonest to “help” a friend. What might be the consequences of agreeing? Of refusing?

Numbers of cases reported, 5 years – Long Forms: 67 (5 exonerations) – Short Forms: – Long Forms: 40 – Short Forms: – Long Forms: 36 (4 exonerations) – Short Forms: – Long Forms: 44 (11 exonerations) – Short Forms: – Long Forms: 25 (2 exonerations) – Short Forms: 45