AI Academic Misconduct

Faculty and staff play an important role in promoting academic integrity and responding to concerns of academic misconduct. This page provides guidance for preventing academic misconduct, responding to concerns and understanding the academic misconduct process at UWF.  

Academic Integrity and Faculty Responsibility

Faculty members are expected to: 

• Clearly communicate academic expectations
• Promote integrity in coursework and assessments
• Address suspected academic misconduct appropriately
• Submit reports when violations are suspected
• Maintain fairness and consistency in the academic process 

Academic misconduct may include:

• Plagiarism
• Cheating on assignments or examinations
• Academic Theft
• Fabrication or falsification of information
• Unauthorized use of artificial intelligence or online resources
• Assisting another student in violating academic integrity expectations

For a full list of violations, refer to the Student Code of Academic Conduct Reg-3.030.

Help Students Understand Academic Integrity

Communicate Expectations Early and Often

Students may arrive at UWF with different educational experiences and varying understandings of academic integrity expectations. Faculty are encouraged to:

• Review academic integrity expectations at the beginning of the semester
• Discuss expectations before major assignments or exams
• Provide examples of permitted and prohibited collaboration
• Clarify expectations regarding AI tools, online resources, and citation practices

Clearly communicating expectations can help prevent misunderstandings and reduce unintentional violations.  

Include an Academic Integrity Statement in Your Syllabus

Faculty are encouraged to include a syllabus statement that:

• References the UWF Student Code of Conduct and Academic Conduct policy
• Defines prohibited behaviors • Explains course-specific expectations (i.e. acceptable A.I. Use)
• Outlines possible academic consequences

Examples of areas to clarify include:

• Open-book versus closed-book exams
• Use of generative AI tools
• Group work expectations
• Reuse of previous coursework
• Authorized tutoring or outside assistance 

Explain Why Academic Integrity Matters

Students are more likely to make ethical decisions when they understand the broader impact of academic misconduct. Faculty may wish to emphasize that:

• Academic integrity protects the value of a UWF degree
• Dishonesty can negatively impact peers and classroom trust
• Integrity and professionalism extend beyond the classroom
• Violations may result in academic and conduct consequences 

Preventing Academic Misconduct

Design Assessments Thoughtfully

Faculty can reduce opportunities for misconduct by:

• Using varied or personalized assignment prompts
• Updating exams and assignments regularly
• Utilizing question banks and randomized testing
• Incorporating reflective or applied learning components
• Structuring assessments that emphasize process over memorization 

Clarify Technology Expectations

Because technology and AI tools continue to evolve, faculty should clearly state:

• Whether AI tools are permitted
• What types of assistance are allowed
• Citation expectations for AI-generated content
• Rules regarding collaboration, online collaboration, or external websites

Students should not be expected to guess what is or is not permitted in a course.

Encourage Students to Seek Support

Academic pressure, time management difficulties, and stress can contribute to misconduct. Faculty are encouraged to remind students about available resources, such as:

• Tutoring and academic support services
• Writing assistance
• Office hours
• Counseling and psychological services
• Student support resources

Responding to Suspected Academic Misconduct

Speak with the Student When Appropriate

When possible, faculty are encouraged to communicate with the student before submitting a report. These conversations may:

• Help clarify misunderstandings
• Allow the student an opportunity to respond
• Provide transparency regarding concerns
• Prepare the student for the conduct process

Faculty should remain professional, objective and focused on the observed behavior and available information. 

Document Relevant Information

When reporting suspected academic misconduct, include:

• Student name(s) involved
• Course and assignment information
• Description of the suspected misconduct
• Relevant dates and timelines
• Supporting documentation

Examples of supporting documentation may include:

• Turnitin or plagiarism reports
• Screenshots
• Exam comparisons
• Canvas activity logs
• Assignment instructions and syllabus language
• Communications with the student

Objective and detailed documentation supports a fair review process.  

The Academic Misconduct Process

Submission of a Report

Faculty should submit reports of suspected academic misconduct through the appropriate university reporting process. Reports should be submitted as promptly as possible after discovery of the concern. 

Review and Notice

Once a report is received:

• The Office of Student Rights and Responsibilities reviews the information submitted
• The student is notified of the allegation
• The student is provided information regarding the process and their rights
• Additional information may be requested if necessary 

Student Meeting or Resolution Process

Students are typically provided an opportunity to:

• Review the allegation
• Respond to the information presented
• Share their perspective
• Participate in the resolution process

The conduct process is educational in nature and seeks to balance accountability, fairness, and student development. Please follow the steps outlined in the Faculty Guide. 

Determining Academic Outcomes

Faculty generally retain authority over academic decisions within the course, including:

• Grade reductions
• Assignment failure
• Course failure
• Alternative academic remedies consistent with university policy

Additional educational or conduct outcomes may also be assigned through the student conduct process when appropriate. However, consider mitigating and aggravating circumstances such as prior conduct history or egregiousness of alleged violation.  

Best Practices for Faculty and Staff

Faculty and staff are encouraged to:

• Address concerns consistently and promptly
• Avoid making assumptions before reviewing all available information
• Maintain confidentiality throughout the process
• Use objective language in communications and documentation
• Consult with the Office of Student Rights and Responsibilities when questions arise 

Request Training or Consultation

The Office of Student Rights and Responsibilities can provide:

• Academic integrity presentations for students or departments
• Consultation regarding suspected misconduct
• Assistance understanding university procedures
• Guidance on classroom integrity practices
• Support with syllabus language and prevention strategies

Departments and faculty groups are encouraged to request training tailored to their specific needs.