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See also: UWS-14 Student Disciplinary Guidelines
Student members of the CALS Student Needs and Interests Committee have expressed their concern about the prevalence of academic dishonesty. To gain a more accurate impression of student sentiments with respect to academic dishonesty, concerned students were asked to conduct a survey of CALS students during registration week. Many interesting results were obtained, but clearly the most startling finding was that 45% of the 350 respondents believed that cheating, especially on examinations, is a problem. The conclusion drawn by the Student Needs and Interests Committee is that academic dishonesty is a matter of general concern to students.
What about the faculty's attitudes concerning academic dishonesty? The committee has no data on which to base a sound conclusion, but it suspects that CALS faculty generally do not regard academic dishonesty as an important problem.
A potential lack of faculty concern in an area of considerable student concern stimulated preparation of this document. Its purpose is to create an awareness of the problem, to indicate why everyone should be concerned, and to offer a few suggestions that may aid in the prevention of academic dishonesty.
Most students who pass through CALS do so with the intent of obtaining “professional status” in some area of endeavor. Similarly, “professional status” is an attribute that employers look for in prospective employees. “Professional status” is a somewhat nebulous term, but most people would agree that it involves intellectual expertise, advanced knowledge, an ability to exercise discretion and judgment in daily performance and high standards of ethical behavior. The latter point embodies factors such as honesty, loyalty, accountability and a wholesome attitude toward one's chosen profession.
Since academic honesty is closely related to “high standards of ethical behavior,” it is clear that academic honesty is an essential element in attainment of “professional status” and that students and faculty alike should strive to develop an environment that is conducive to academic honesty.
The following is a compilation of suggestions that the committee feels may be helpful for encouraging academic honesty. We hope you will find it useful.
This is an overview of the procedures faculty and instructional staff should use when addressing academic misconduct. Refer to the Dean of Students website for more detailed information. The instructor responsible for a course carries the primary responsibility for resolving instances of alleged academic misconduct and should follow the procedures outlined below which reflect the principles and procedures adopted by the Board of Regents of the University of Wisconsin System and the UW-Madison Faculty Senate. The intent of the procedures is to preserve primary responsibility for resolving cases of alleged misconduct with the instructor, to provide for adequate notice to the student, and to allow the student an opportunity to present his/her view of the case. After the instructor's decision is made, the student has the right to appeal the finding of guilt, or the appropriateness of any disciplinary sanction imposed by the instructor to an Academic Misconduct Review Committee which is comprised of three people; two who are faculty or staff and one who is a student.
Instructors are encouraged to contact the Office of the Dean of Students (262-5700). Copies of the University of Wisconsin-Madison Student Disciplinary Guidelines – Procedures Governing Academic and Non-academic Misconduct are available from their office and academic departmental offices.
In summary, the responsibilities of an instructor who learns of possible academic misconduct by a student in his/her course are:
If, after proper written notice and conference with the student, the instructor's judgment is that academic misconduct has taken place, the instructor should consult with the with the Office of the Dean of Students and the University of Wisconsin System Administrative Code Chapter 14 to determine the appropriate disciplinary response.
Students can find information about their rights and the appeals process at the Dean of Students website.
| Purpose | Example |
|---|---|
| Explanation Of The Facts Supporting Instructor's Conclusion | After considering the evidence and the results of our conference on [date], I have concluded that you did engage in academic misconduct in my course [title and number] on [date]. I believe that the following facts support my conclusion: (State a “full explanation of the facts on which the instructor's conclusions were based.”). |
| Academic Response Or Disciplinary Sanction | In response to your actions in my course, I have decided upon the following academic response and/or disciplinary penalty: (Specify in full.) |
| Notification Of Right To Appeal | As explained in Chapter 14 of the University of Wisconsin-Madison Student Disciplinary Procedures, you have the right to request, within ten (10) days from your receipt of this letter, an appeal before the Academic Misconduct Review Committee. Should you make such a request, my decision will be stayed pending the Committee's determination. Should you not request such a hearing, my decision as to the facts and the academic response and/or disciplinary penalty described above shall become effective. |
| Notice Of Filing With Dean Of Students | A copy of this letter of notification has been filed with the Office of the Dean of Students in order that the Dean may decide whether to seek further disciplinary action under Chapter 14 of the University of Wisconsin-Madison Student Disciplinary Procedures. |
(Note: This letter must either be delivered to the student in person or be mailed to both campus address and home address. The letter should be mailed by certified, return-receipt-requested mail.)