Academic Integrity Resources for Faculty

The Academic Integrity Committee aims to provide faculty with support for engaging with and upholding the academic integrity of the University. The resources provided on this page are updated on a rolling basis as the Committee identifies useful materials for educating our community and preventing violations.

Language for Syllabi

The Academic Integrity Committee recommends that all faculty (full-time, part-time, and adjunct) include the following language in the "University Policies" section of their course syllabi. 

Statement on Academic Integrity

All students, regardless of level or school, are responsible for following the St. John Fisher University Academic Integrity Policy in addition to any other individual school’s or program’s academic expectations and/or professional standards. Every student is expected to demonstrate academic integrity in all academic pursuits at all times. If a student suspects that another student has violated the Academic Integrity Policy, he or she should contact the instructor for that course and provide support for that suspicion. Any finding of responsibility and associated sanctions for a violation of the Academic Integrity Policy is retained per the University records policy.  

All students are expected to be familiar with the details of the Academic Integrity Policy.

Best Practices

General Tips:

  • Familiarize yourself with the Academic Integrity Policy and procedures
  • Familiarize yourself with the Student Code of Conduct
  • Model good practices in your own work by using citations in your own handouts and presentations, and discuss the meaning of academic integrity in your own work.
  • Use the syllabus to inform students about what constitutes academic dishonesty.
  • Take time to discuss and present in writing your expectations at multiple points throughout semester.
  • Create unique assignments instead of reusing assignments from previous semesters or using assignments common to foundational courses.

During exams/quizzes:

  • Consider distractions and temptations created by the physical environment and how they could be negated or minimized (e.g., spread desks further apart within the classroom, make sure students are within clear eye sight and ear shot – particularly for make up exams)
  • Establish a standard test taking procedure from the first test and consistently use this during the entire semester.
  • Announce clear testing expectations before the exam is handed out (e.g. no communicating with each other, no looking at other papers, what materials are permitted to be used, etc.)
  • Provide explicit testing instructions on each exam/quiz (e.g., For out of class exams, it should be clear whether outside resources such as the Writing Center help or tutors are acceptable.)
  • Use multiple versions of each exam or make it appear that there are multiple versions.
  • Actively proctor exams/quizzes (e.g., walk through the student seating area, project an “x” on the screen in the room and remind students to look at the “x” if they are thinking and need to look somewhere other than their papers, periodically remind students to keep their eyes on their own exam)
  • Provide scratch paper. Collect scrap paper at the end of the exam – date stamp it and retain it until the end of the semester.
  • Prearrange seating alphabetically or by using a sign in sheet. Upon completion of the exam/quiz have student leave their papers at their seats face down. Collect all papers in sequence by rows thus allowing of detection of copying or sharing of answers during a test.
  • Do not allow sharing of calculators.
  • Secure the exam/quiz in a locked place or on a private computer drive until you are ready to administer it.
  • Rotate exams and exam questions each semester.
  • Do not allow cell phone use during exams/quizzes. Require students to leave cell phones at the front of the room.

Papers, assignments, and presentations:

  • Provide explicit assignment instructions detailing what is acceptable use of outside resources (i.e., working together, Writing Center, tutors)
  • Provide detailed directions for each assignment, explicitly stating citation expectations. Review standard procedures for citing and how to access help and resources.
  • Require electronic submission of assignments via Brightspace or to provide additional information regarding the date the assignment was created, updated, and submitted.
  • Be aware of paper mill sites and discuss them with your students. Indicate you know they exist and could be randomly or individually checking with them for student papers.
  • Do not make assumptions of past experience in other courses. Assessment should be relevant to the amount of instruction given.

Tips for Recognizing Plagiarism

  • Use
  • Take a phrase or sentence and type it in to Google – this will often lead you to a citation of the original source.
  • Look at the sources that have been cited in the work.
    • Is there an obvious source missing?
    • Are the sources dated?
    • Is a reference out of date?
    • Are the sources beyond the scope of the paper?
    • Are references cited in a different style than assigned?
  • Is the format of the work consistent?
    • Does font, spacing or formatting change within the project?
    • Does the citation style change mid-way through the project?
  • Is the content of the work consistent?
    • Is the topic of course from the assignment?
    • Are paragraphs the same writing style and voice?
    • Is the context out of date (e.g. discussions of non-current events in the present tense)
  • If you suspect plagiarism, ask a student to bring in copies of his/her source(s) to you and/or a rough draft of the paper.
Experts and Resources

Help at St. John Fisher University

Website Resources

Articles and Resources about Cheating

  • Blum, Susan. My Word!: Plagiarism and College Culture. Cornell University Press, n.d.
  • Callahan, David. The Cheating Culture: Why More Americans Are Doing Wrong to Get Ahead. Harcourt, 2004
  • Cole, Sally and Kiss, Elizabeth. "What Can We Do About Student Cheating." About Campus. May - June, 2000: 5-11 (attachment)
  • Dante, Ed. The Shadow Scholar. The Chronicle of Higher Education, 2010
  • Davis, Barbara Gross. Tools for Teaching. San Francisco: Jossey-Bass, 1993
  • Edmundson, Mark. "How Teachers Can Stop Cheaters." The New York Times September 9, 2003: 2
  • Taylor, William M. "Integrity: A Letter to My Students." Des Plaines, IL: Oakton Community College
  • The Center for Academic Integrity. " The Fundamental Values of Academic Integrity." Mission Statement, 1999
  • Grasgreen, Allie. Who Cheats, and How. Inside Higher Ed, 2012

Academic Integrity Appeal Hearing: An Academic Integrity Appeal Hearing hears both the student and faculty member perspectives on an alleged violation of the Academic Integrity Policy. This meeting occurs after the parties involved meet to discuss the alleged violation and the sanction(s) has/have been assigned. Students are not automatically granted hearings, but most request an appeal hearing based on specific criteria. The opportunity to appeal a decision and/or sanction is explained in the formal communication sent to the student by the University about the alleged violation via email.

Academic Integrity Committee: This is a group of faculty and staff members who meet on a regular basis to review the Academic Integrity Policy and processes, address any concerns with their implementation, and work to develop resources to help both faculty and students navigate the Policy and processes. The Office of the Provost oversees the Academic Integrity Committee. Faculty or staff members looking to be on the committee should contact the current chair.

Academic Integrity Hearing: This an Academic Integrity Hearing Committee meets with a student who has had two or more violations of the Academic Integrity Policy to discuss patterns of behavior. The hearing committee may assign educational sanctions to the student or determine that Academic Integrity dismissal from the University is appropriate as a result of the discussion.

Academic Integrity Hearing Committee: This is a temporary committee that is formed in the event of an Academic Integrity Appeal Hearing or an Academic Integrity. It is comprised of three (3) faculty members and one (1) student.  

Academic Integrity Policy: This policy provides guidelines and articulates expectations for students with regard to their academic performance at the University.

Academic Integrity Process: The Academic Integrity process is a set of statements that articulate how the policy is administered.

Administrative Chair: The administrative chair is the person who administers the proceedings of Academic Integrity Appeal Hearings and Academic Integrity Hearings. This person is typically, but not always, the chair of the Academic Integrity Committee.

Student Advocate: The advocate is a staff or faculty member who is not directly involved in the alleged Academic Integrity Policy violation. He or she is not allowed to speak directly to the committee and only serves to support and advise the student throughout the process. Should an advocate violate the parameters of this role s/he will be asked to leave the hearing procedures by the committee chair and will no longer be permitted to participate in the hearing. It is recommended that prior to the hearing the advocate familiarize him/herself with the Academic Integrity Policy and corresponding processes. Questions about serving as a student advocate should be addressed to chair of the Academic Integrity Committee.

Support: In the context of the Academic Integrity Policy, support means any documents that help students and/or faculty members articulate their position regarding an alleged violation. Typical examples of support are syllabi, assignments, and emails.