Undergraduate Academics
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Academic Integrity

Resources

For Students

Writing and Researching

Avoid plagiarism or misuse of sources charges by understanding how to research, how to write, and how to cite. 


Libraries have a number of research guides on a variety of subjects to help students. There is also a to help students learn when and how to cite references in their academic work.  

Writing Centers
The Writing Centers at both the Beren and Wilf campuses provide writing assistance to students at any level and at any stage of the writing process.  

 
The Academic Integrity at MIT Student Guide contains practical information on writing and citation.  The sections on , , and contain a number of informative examples.  


Perdue's Online Writing Lab is a vast resource on academic writing for students. It contains information on how to write, citation practices and formats, and subject-specific writing.   

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Are you in a class that allows the use of generative AI? You will need to cite your generative AI sources appropriately. The above links will help you formulate correct citations. Remember that in most classes, the use of generative artificial intelligence is not permitted.  If explicit permission to use generative platforms has not been given by your instructor, you should assume that you cannot use them.  

Time Management

Effective learning and sound academic practice begins with effective time management. Whether it be studying for a big exam or writing a small homework assignment, giving yourself the time needed to complete your work will help you avoid academic integrity violations. The below pages give some basic principles to help students manage their time.


This page contains a short list of guiding principles to help you manage your time. Visit the "" for other useful information on topics ranging from maximizing productivity to breaking the cycle of procrastination.  


This blog post contains overviews of popular time management techniques and strategies.  Although it is aimed more at those already in the workforce, the general strategies are applicable to students.  


This resource page has a number of tips to help students maximize productivity while balancing school and life.  

Studying

College-level learning is different and more involved than learning in high school. The below resources will help you figure out how to study, including what is working and what is not working for you.

  
This brief guide contains general strategies as well as tips supported by educational research.  


The "How to Study" page from Cornell's Learning Strategies Center contains advice on everything from note taking, to studying, to how to prepare for exams in both online and in-person formats.   

For Faculty

Proctorio


Faculty should use Proctorio to assist in proctoring their in-person electronic exams and any remote exams.  Note that Procotrio should be used to supplement (not replace) live proctoring for in-person electronic exams. Utah Valley University has a great set of videos to show you how to enable and use Proctorio in your course Canvas page.     


Syllabus Language

Faculty should make clear the expectations for academic integrity for their course. Below are some recommended templates for syllabus language.   However, faculty should adjust the templates as needed to fit the educational goals of their course and the best practices within their fields of expertise. 
 

  • General Academic Integrity Statement. This class abides by ’s academic integrity policy. All assignments will be analyzed by Turn-it-in for plagiarism and AI use. The submission by a student of any examination, course assignment, or requirement is assumed to guarantee that the thoughts and expressions therein not expressly credited to another are literally the student’s own. Evidence to the contrary will result in appropriate penalties as outlined in the university academic integirty policy.    
  • AI Use Policy (Assistive Only).  This course follows ’s Academic Integrity Policy on artificial intelligence.  The use of generative artificial intelligence or any platform with generative artificial intelligence capabilities is prohibited in this course.  The use of assistive artificial intelligence is allowed in this course.  Pre-approved assistive AI platforms include (explicit list generated by instructor:  Hemmingway, MS Editor, etc). Any platform not listed above is not approved for use. If you are unsure whether a platform or technology is allowed, please inquire directly.  Please see /academic-integrity for further information. 
  • AI Use Policy (Select Generative and All Assistive).  This course follows ’s Academic Integrity Policy on artificial intelligence. Generative artificial intelligence may be used, , in select assignments in this course. With the exception of assignments where use is explicitly permitted, the use of generative artificial intelligence or any platform with generative artificial intelligence capabilities is prohibited. The use of assistive artificial intelligence is allowed in this course.  Pre-approved assistive AI platforms include (explicit list generated by instructor:  Hemmingway, MS Editor, etc). Any assistive platform not listed above is not approved for use. If you are unsure whether a platform or technology is allowed, please inquire directly. 
  • AI Use Policy (All Allowed).  This course follows ’s Academic Integrity Policy on artificial intelligence. Both Generative and Assistive Artificial Intelligence may be used in this course without restriction.  Any content produced using Generative AI must be cited appropriately (see: and for examples).  Failure to cite Generative AI use may result in plagiarism charges as outlined in 's Academic Integrity Policy.   
  • AI Use Policy (None Allowed).  This course follows ’s Academic Integrity Policy on artificial intelligence.  The use of generative artificial intelligence or any platform with generative artificial intelligence capabilities is prohibited in this course.  The use of assistive artificial intelligence is prohibited in this course.  Examples of such prohibited assistive AI include but are not limited to Hemmingway, Quillbot, etc. If you are unsure if a platform is allowed, please inquire directly with the instructor.  Please see /academic-integrity for further information. 

  • When potential issues of academic integrity arise, it is helpful for students to show provenance of their work.  Google Docs has a robust version history that can help and it is recommended that all written work be composed in Google Docs.  All students have access to the Google suite of tools through their account. 

    Written Assessments: All written assessments must be completed from start to finish in google docs. No written work should be done outside of google docs.  When finished, assignments should be exported as a Word or pdf format document and uploaded to the Turn-It-In drop box.  Students must keep all files, including the original google docs, related to their work for the duration of the course. 

Tips for Electronic Assessments

Many faculty are giving electronic exams in person. This has many advantages but also poses challenges in proctoring, administration of the exam, and preserving academic integrity.  

  • Use Proctorio to supplement your in-person proctoring.
  • Actively proctor your exam by watching students at all time and moving around the room.  
  • Be explicit in the instructions about what sources are allowed or forbidden on your exam. List thorough and complete instruction on the exam.
  • Collect cellphones at the beginning of the exam.    
  • Do not allow students to use cloud docs for open notes exams. Cloud docs can be shared among many students and used to communicate during the exam. If you give an open notes exam, have students export their notes as an offline pdf for use during the exam. 
  • Space out students as best you can, used assigned seating, and proctor the exam from the REAR of the room so that you can see students' laptop screens.   
  • Check your room for sufficient outlet access at least a week before the exam. If additional outlets are needed, ask ITS for a power strip/hub.   
  • Randomize your assessment!  Make the question order random and/or use item banks to make random versions of the exam. Canvas has great flexibility in this regard.  Oklahoma State University had a fantastic set of video canvas guides. The videos are short, clear, and to-the-point and generally work chronologically as they are listed on the site. The general canvas quiz guide URL is here ()   Some key topics:
    • What are Quizzes and Question Banks:
    • Creating a question bank:
    • Creating a Quiz:
    • Random Quiz Questions:

Tips for Written Assessments

Written assessments such as essays, term papers, and lab reports pose unique academic integrity challenges. Below are some tips to help safeguard integrity in your written assessments. 

  • When possible, have students complete their written assessments in class.
  • Always give an explicit list of allowed electronic platforms for each assignment. Include a statement in your syllabus about what is allowed or prohibited in the course. 
  • If you are willing to give extensions, make sure students know that you are willing to give an extra day or two if they need it. Most students who commit violations do it out of stress.  Knowing that you are open to giving extensions can help to avoid a potential violation by a stressed student. 
  • Require all students to do their written assessments in google docs. 
  • Use Turn-It-In. Turn-it-in has been required for written work at YC and SCW since 2019 as a plagiarism detection tool.  Turn-it-in now also has a built-in AI scanner.  It systematically underreports the AI likelihood but is a good automatic screen.  Anything with a 5-10% AI likelihood in turn-it-in should be scrutinized further. For questions about AI detection, email your school’s AIC representative (listed at ) or academic-integrity@yu.edu.