The University of Toledo

Tips for Dealing with Student Academic Misconduct

Foster a Productive Classroom Environment by Informing Students of Academic Expectations

Clearly state course goals and expectations at the beginning of the semester.

Clearly define what Academic Misconduct means. Explain what is meant by cheating, fabrication, interference, plagiarism, and violation of course rules.

Reinforce reasons why original thought and doing one’s own work is valued in an academic setting.

Inform students of the consequences of academic misconduct and procedures you will follow.

Inform students of their rights if they are accused of academic misconduct.


Establish Ground Rules

Clearly inform students in writing of the testing and grading system for the course.

Clearly state the level of collaboration that is allowed for each assignment.

Let students assist you in setting ground rules for the class.


Make Connections with Students to Lessen the Likelihood of Academic Misconduct

Decrease anonymity.

Learn students’ names.

Meet with them individually.

Use minute papers or journal entries to learn more about them.

Seek feedback from students.

Find out how the class is going.

Administer an informal course evaluation early in the semester or schedule a student focus group


General Procedures for Responding to Student Academic Misconduct

Talk with student in a more private setting, asking student to explain reasons for his/her conduct.

Talk in a professional and courteous manner.

Consult the University Policy Manual on student conduct and the discipline system.

(http://www.utoledo.edu/policy/index.asp?id=60)

Indicate that if conduct is repeated, student may be subject to university disciplinary proceedings.

Document the incident.


References

McKeachie, W. J. (1999). Teaching Tips Boston: Houghton-Mifflin.

Sorcinelli, M.D. (1994). Dealing with troublesome behaviors in the classroom. In K. W. Prichard & R. M. Sawyer (Eds.) Handbook of college teaching: Theory and applications Westport, CT: Greenwood Publishing.

University of Toledo
Center for Teaching and Learning
CL 1005B, MS 129
(419) 530-2075

[Adapted from material originally produced by the Office of Professional Development, Indiana University – Purdue University Indianapolis]