Enhancing Academic Integrity in the Classroom
Both instructors and students can consider steps to enhance academic integrity in the Carnegie Mellon community. These suggestions are drawn from ongoing conversations with students and faculty over the years and from the literature on academic integrity. The steps below include ways individual instructors can enhance support for student learning and integrity.
Although these strategies will not eliminate all instances of cheating, they can significantly alter the circumstances that often leading to cheating, thereby mitigating a student's perceived need to resort to decision making that compromises his or her integrity.
The Eberly Center for Teaching Excellence has a number of resources to help you, as an instructor, to design courses and educational experiences that minimize the opportunity for students to breach academic integrity, but they also address how to respond to cheating and plagiarism if they occur in your course. A number of these resources are outlined below but instructors should feel free to contact the Eberly Center with any additional questions or to schedule an individual consultation.
Addressing potential cheating behaviors
Planning writing assignments
Communicating your expectations
Your syllabus is a primary vehicle for providing students with guidance about your expectations for the course. Resources pertaining to course design include examples of written policies and expectations from Carnegie Mellon instructors, courses, and departments such as History, Computer Science, and Modern Languages.
Considering cultural variations