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Faculty Information onStudent Conduct & Academic Integrity

If you have a question regarding a specific student conduct issue, or If you would like to request a staff member from the Office of Student Conduct & Academic Integrity present to your class, department, group, or college, please contact Student Conduct & Academic Integrity.

Classroom Disruption

  • The primary responsibility for managing classroom conduct resides with faculty. Establishing clear and reasonable expectations for responsible conduct at the beginning of a semester (through classroom discussions and syllabus statements) can assist faculty members in preventing classroom disruptions.
  • Students are required to comply with reasonable requests of University officials acting in the performance and scope of their duties. Therefore, a faculty member may direct a student to leave a class for the remainder of the class period if the student is exhibiting behaviors that substantially or materially disrupt teaching and/or learning. Should such instances occur, faculty should promptly send a memorandum describing the incident to the Office of Student Conduct & Academic Integrity so that the student may be considered for a referral through the conduct process. (It is recommended that asking a student to leave a class be a "last resort" and that less severe interventions be used first, such as: issuing a general word of caution to all students about appropriate classroom conduct; a private conversation with the student after class; or a gentle, but firm, statement asking the student to cease the disruptive behavior).
  • Progressive discipline involves communicating advanced expectations, addressing misconduct promptly, and responding in ways that are proportionate to the offense. Therefore, faculty should discuss expectations early and often in their courses and in their syllabi. Misconduct should be addressed as it arises in order to address the behavior at the lowest necessary level. Allowing unacceptable behaviors to exist unchallenged may result in the repetition of misconduct, often with an escalated degree of severity and/or impact. Faculty and student interests are generally not served by such deferred confrontation, and the educational value of the student conduct process may be diminished when the misconduct is eventually referred to
    the Student Conduct & Academic Integrity for resolution.

Academic Integrity

  • Faculty would be wise to assume all students do not share the same understanding of responsible academic conduct, even in upper-division or graduate-level courses where it is often presumed students understand appropriate citation methods. Accordingly, it is strongly recommended that faculty refer students to appropriate resources and/or take time to educate students about citation methods toward the end of avoiding unintentional plagiarism. The Office of Student Conduct & Academic Integrity may be called upon to assist in this effort.
  • Faculty are strongly encouraged to communicate clear expectations regarding if/when collaboration is permissible for in- and out-of-class work.
  • In cases of suspected academic dishonesty, no grade sanction should be assigned by the faculty member until the faculty member and the accused student have either reached an agreement as to the appropriate outcome (by completing and signing the Academic Integrity Voluntary Resolution Form) or after a Hearing Officer has determined that the accused student violated one or more standards of academic dishonesty as alleged by the faculty member. If the matter proceeds to a formal hearing with Student Conduct & Academic Integrity and cannot be resolved prior to the deadline for submitting grades to the Registrar's Office, the faculty member should assign the grade of "I" until the final disposition of the case is available.

General Resources

Academic Honesty

Classroom Disruption