- Perils and Pitfalls
- Smart Strategies
- Adding your own voice to a research assignment
- Asking questions about academic integrity
- Cell phones and mobile devices
- Citations, quoting and paraphrasing
- Classroom strategies: talking about academic integrity
- Course and assignment design
- Detecting plagiarism
- Formulating your research questions
- Group work
- Information literacy and academic integrity
- Personal care
- Plagiarism detection software
- Recording lectures
- Students sharing academic work
- Taking notes
- Time management
- Working with your teaching assistant (TA)
- Writing and using a syllabus
- Writing tests or exams
- Key Consequences
- Process and Procedures
Writing and using a syllabus
While a course syllabus typically includes information about course meeting times, contact information, and readings, it should also clearly outline the instructor’s objectives for the course and articulate his/her expectations and learning outcomes for the students enrolled in the course. A syllabus can also serve as an excellent resource to address issues of academic integrity, to inform students about instructor and institutional expectations and processes, and to introduce students to the norms of a particular discipline. As such, this document should include such essential information as:
- Clear grading schemes and an overview of assessment criteria.
- Details regarding late penalties (if relevant).
- A statement about academic integrity and instructor expectations (see a sample below).
- Information on resources and supports for students (e.g. writing centres, web sites, tip sheets)
- Information on Turnitin.com (if the instructor is planning to use this resource in the course).
Sample statement on academic integrity:
Academic integrity is essential to the pursuit of learning and scholarship in a university, and to ensuring that a degree from the University of Toronto is a strong signal of each student’s individual academic achievement. As a result, the University treats cases of cheating and plagiarism very seriously. The University of Toronto’s Code of Behaviour on Academic Matters (http://www.governingcouncil.utoronto.ca/Assets/Governing+Council+Digital+Assets/Policies/PDF/ppjun011995.pdf) outlines the behaviours that constitute academic dishonesty and the processes for addressing academic offences. Potential offences include, but are not limited to:
In papers and assignments:
- Using someone else’s ideas or words without appropriate acknowledgement;
- Submitting your own work in more than one course without the permission of the instructor;
- Making up sources or facts;
- Obtaining or providing unauthorized assistance on any assignment.
On tests and exams:
- Using or possessing unauthorized aids;
- Looking at someone else’s answers during an exam or test;
- Misrepresenting your identity; and
- When you knew or ought to have known you were doing it.
In academic work:
- Falsifying institutional documents or grades;
- Falsifying or altering any documentation required by the University, including (but not limited to) doctor’s notes; and
- When you knew or ought to have known you were doing so.
All suspected cases of academic dishonesty will be investigated following procedures outlined in the Code of Behaviour on Academic Matters. If students have questions or concerns about what constitutes appropriate academic behaviour or appropriate research and citation methods, they are expected to seek out additional information on academic integrity from their instructors or from other institutional resources.
- Tip Sheet: Developing Course Syllabi (Centre for Teaching Support & Innovation)
- Tip Sheet: Citing Sources & Avoiding Plagiarism (Library Guide)
- AI Statements (Office of Student Academic Integrity, Faculty of Arts & Science)