This document contains a detailed list of recommendations of the Task Force for Academic Integrity, divided by Task Force subcommittee.

[External Research – Abstract from the authors] Due to the unprecedented COVID-19 incident, higher education institutions have faced different challenges in their teaching-learning activities. Particularly conducting assessments remotely during COVID-19 has posed extraordinary challenges for higher education institutions owing to lack of preparation superimposed with the inherent problems of remote assessment. In the current study, the challenges of remote assessment during COVID-19 incident in higher education institutions were investigated taking Middle East College as a case study. For the study, questionnaires were prepared and data from 50 faculties were collected and analyzed. The study focused on the challenges of remote assessment in general and academic dishonesty in particular. The main challenges identified in remote assessment were academic dishonesty, infrastructure, coverage of learning outcomes, and commitment of students to submit assessments. To minimize academic dishonesty, preparing different questions to each student was found to be the best approach. Online presentation was also found to be good option to control academic integrity violations. Combining various assessment methods, for instance report submission with online presentation, helps to minimize academic dishonesty since the examiner would have a chance to confirm whether the submitted work is the work of the student.

[External Research] This study attempts to broaden the understanding of academic dishonesty in two ways. First, most previous studies have focused on a narrow range of cheating behaviors. This study asked students about 20 different types of academic dishonesty. Second, this study attempted to reveal which correlates were the strongest predictors of academic dishonesty with multi-variate analysis. Correlates from past research were included in the multi-variate analysis. It is important to note that this is an atheoretical study. While no particular theory is utilized to explain academic dishonesty among college students, the results are nevertheless important. Identifying important correlates of academic dishonesty should help provide a better picture of past findings and also allow those interested in curbing cheating to focus upon important predictors of academic dishonesty.

A Dean’s Certification is a letter commonly requested by third parties for a variety of reasons (e.g., transferring to another institution, admission to graduate/professional programs, state bar associations, government agencies, and for certain forms of employment) to determine whether a student (past or current) has a disciplinary record(s) on file with the Office of the Dean of Students.  [This link will direct you to the online form in a new window.]

The Academic Integrity Survey at Florida State University was conducted by the Academic Honor Policy Committee at Florida State University during Spring Semester 2015 in cooperation with the International Center for Academic Integrity (ICAI). The document contains both a standard reporting of results by population provided by ICAI and illustrative bullet points developed by the Academic Honor Policy Committee. Where possible and appropriate, the 2015 survey results are compared to the results obtained on a similar survey conducted in cooperation with ICAI in 2003.

Access sample course assignments and other materials on ethics and integrity from a first-year experience course at Georgia State (GSU 1010/PCO 1020).

These documents from Georgia State University’s Legal Affairs department provides instructions for faculty and instructors to request the takedown of their specific materials found on three homework help websites: Chegg, Course Hero and GradeBuddy. They contain information about the process, copyright laws, and the Digital Millennium Copyright Act (DMCA).

This is form is used to formally notify students that they have been found in violation of University policy on academic honesty, and describes the penalties established for the violation. The form includes further information about the appeals process.

This document is a table that provides status updates on each of the recommendations of the Task Force for Academic Integrity.

The university has established the policies and procedures that comprise the Student Code of Conduct (the “Code”) to both promote the university mission and protect the rights of Students, faculty and staff. The official university rules and regulations are contained in the Georgia State University General Catalog and the student handbook.The most current version of the Code may be found online at: codeofconduct.gsu.edu. In the event of a conflict between the Code and other university policies, the most current version of the Code governs.

Student conduct is governed by the Code, university policy and applicable law. Students involved in criminal matters may be sanctioned by the university in addition to any sanctions that may be imposed by a court of law. However, the relationship a Student has with the state or federal court system does not alter the Student’s relationship with the university unless the Student is also found responsible for violating university Policy.

[External research – abstract from authors] The purpose of this study was to examine whether university students were engaged in any type of academic dishonesty as well as to look for their justifications for this likely lack of academic integrity. A sample of 500 students and lecturers from different faculties at The American University participated in this study. Findings suggest that although students did not report any severe form of cheating, they showed an inclination towards engaging in academic dishonesty. There was also a mismatch between students’ reports and their lecturers’ observations with respect to students’ amount of cheating.

This student-oriented video explains the importance of academic integrity for student success.