Steps Instructors Might Take to Promote Academic Integrity:
- Maintain clear guidelines in each course about what is permitted. You might include in course syllabi information about ground rules and specific examples of what you consider to be cheating and plagiarism, as well as what is or isn't appropriate collaboration.
- Include in course syllabi options students can try if things get tough for them. For example, you might explicitly tell them, "Please talk with me and your TA if you are having difficulties" or "If you need some extra time to complete the assignment, the late penalty is 10% per day." Let students know that you are open to discussing extensions in exceptional circumstances and will accommodate the special needs of students with learning disabilities.
- Emphasize to students, as much as you can, that you are approachable and will try to be responsive to their concerns as individuals. Consider ways in which the course requirements could be more flexible to help students deal more effectively with academic pressure.
- Increase opportunities to discuss the course workload and get feedback on homework sets by administering early course evaluations in the first 3-5 weeks, using quality circles, and/or getting input from students via TAs throughout the semester.
- Promote more interaction in classes, especially large lectures, to increase learning. Students can avoid falling behind and will be less tempted to cheat if they have more chances to ask questions and receive help.
- Increase opportunities for one-on-one faculty-student interaction by scheduling staggered office hours, encouraging use of e-mail, and/or participating in out side-the-classroom activities. Students are much more likely to talk with you about their difficulties if they have a comfortable, ongoing relationship with you.
- Provide varied opportunities for practice and application of the course material so that the students receive frequent feedback on their performance, are aware of their standing and receive grades determined by more than just midterm and final exams. Consult the Eberly Center if you are interested in mechanisms for increasing feedback without significantly increasing your grading load.
- Revise exams, problem sets, and paper assignments frequently. If you want to "recycle" particularly good questions, consider providing them as in-class examples, expanding a complex exam question to an out-of-class assignment, or changing elements of a question based on things like previous students' performance.
- Consider how well any graded work corresponds to the stated course objectives, how it draws on material presented in class and/or assigned reading, and whether it takes time roughly proportional to its importance in the course. Inappropriate "shortcuts" are especially tempting if students view assignments as unnecessarily long or believe exams don't test what was taught.
- Break large assignments into manageable stages to encourage effective time management, monitor and give feedback on progress, and intervene if there are potential problems. The additional structure can help students avoid last-minute acts of desperation if they fall behind.
- Clarify with your TA what responsibilities he or she has in promoting academic integrity and evaluating students' work. Discuss any specific procedures you want TAs to follow in grading and in handling a suspected violation.
- Proctor exams carefully to show your concern that all students do their work under controlled circumstances. With several monitors around the room for large classes, students also benefit by being able to ask questions more easily.
- Consider having students sign and pledge that the work they are turning in is their original work or, if collaboration is permitted, ask that students acknowledge the names of their study group or homework discussion group members on their assignments. These acknowledgements reinforce the importance of citing your sources and affirming the authenticity of your work.
If you suspect a student of cheating, take him or her aside and share your perceptions and concerns. Your intervention can help the student to clear up an honest misunderstanding, avoid future problems, and emphasize the importance of academic integrity.