What can Faculty do to help prevent academic dishonesty?
Use the first session of each course to review university standards, focus on definitions of academic dishonesty and clarify instructional expectations-make it clear academic dishonesty will not be tolerated.
Include in the course syllabus a statement alerting students to expectations and refer them to additional information of academic dishonesty on the Student Conduct web site. Sample syllabus statements
Use a variety of evaluation tools to assess student performance. Using only one examination or paper puts excessive pressure on students to perform and can breed academic dishonesty.
Avoid routine procedures such as using the same test each term or year and avoid using the same order for all questions on all copies of examinations.
Prohibit students from bringing miscellaneous materials to testing sessions; this includes scratch paper, dictionaries, hats, and even cell phones.
Avoid take home examinations or out of class evaluation procedures unless student collaboration is desired.
Give different versions of exams to different class sections and avoid giving the same make-up exam.
Discuss with departmental office assistants the need for office security and keep examinations, grade books, etc. in a secure location.
Give essay tests instead of multiple choice tests when appropriate and when the size of the class permits.
Number exam copies and count the total distributed and returned. Also, provide "official" examination booklets, answer sheets, and scratch paper, etc.
Require students to write their names in ink on examination booklets and require proper identification when examinations are turned in.
Provide assigned seating in examinations so seat locations can be determined and prearranged groups of students prevented from sitting near each other.
Arrange to have examinations sessions carefully and diligently proctored.
Advise students that a significant number of completed examinations are photocopied before being returned-this discourages altering examinations for regrading.
Through the academic dean's office, advise student councils or other student governance groups of the number of academic dishonesty cases and their outcome in order to achieve a deterrent effect.
