Academic Integrity Definition and Prevention

To support a learning environment that fosters academic integrity, faculty at the University of New Mexico are encouraged to actively engage students in understanding the values and expectations that promote honest academic work. 

Faculty play an important role in helping students understand the importance of academic integrity. By clearly defining academic dishonesty expectations, explaining the procedures for addressing violations, and outlining the potential consequences, instructors can guide students toward making informed and responsible decisions. 

 

What is Academic Dishonesty? 

Academic dishonesty is a violation of the University of New Mexico Student Code of Conduct. 

According to Section 2.4 of the Student Code of Conduct, academic dishonesty includes, but is not limited to: 

  • Dishonesty in quizzes, tests, or assignments 
  • Claiming credit for work not done or completed by others 
  • Hindering the academic work of other students 
  • Misrepresenting academic or professional qualifications, whether within or outside the University 
  • Providing false or incomplete information on applications or other University records 

It is important that students clearly understand academic integrity expectations, as these principles are essential to maintaining a fair, respectful, and trustworthy academic community. Helping students grasp the value of honest work also prepares them for future challenges, as the academic foundations they are building now will only grow more complex over time. Faculty are encouraged to introduce and discuss these standards early and often, creating space for questions and clarification throughout the semester. Consistent reinforcement helps students internalize these expectations and supports their long-term academic and professional growth. 

 

Prevention Stratigies

Setting clear expectations early in the semester is one of the most effective ways faculty can support academic integrity. Students are more likely to meet expectations when they understand them fully. Faculty are encouraged to outline both their own course policies and the University's academic honesty standards at the beginning of each course. This is especially important in lower-division classes, where students may be new to college-level academic expectations. By taking time to explain what academic integrity looks like in your course and why it matters, you help students make informed and responsible choices. Clear guidance builds trust and reduces the likelihood of confusion or misunderstandings later in the term. Repeating these expectations throughout the semester reinforces their importance and supports a learning environment based on fairness, responsibility, and mutual respect.
Faculty have found the following strategies helpful in promoting academic integrity and reducing incidents of academic dishonesty.
  • Provide students with a syllabus that clearly outlines academic integrity expectations and the consequences for violations. Be consistent in enforcing these expectations and avoid deviating from what is stated in the syllabus.
  • Discuss academic dishonesty as defined in the Student Code of Conduct.
  • Emphasize the importance of academic integrity in the learning process.
  • Model ethical behavior through your own conduct.
  • Foster a classroom environment that supports honesty, fairness, and accountability.
  • Address suspected dishonesty promptly and consistently.
  • Collect all exam materials at the end of each exam or consider rewriting exams each semester. Be aware that small student cohorts, student organizations or past students may maintain test files
  • Store exams securely and dispose of extra copies that could resurface later.
  • For large classes or multiple sections, consider using multiple versions of the exam.
  • Use proctors to support academic integrity in large in-persons classes.
  • For online classes consider using secure remote proctoring systems that utilize browser lock downs, web cam monitoring, and AI-based behavior analysis.
  • Balance the weight of exams and assignments to reduce pressure and discourage cheating.
  • Avoid using undergraduate students to type or duplicate exams.
  • Verify student identity by checking photo IDs and having students sign their answer sheets to ensure authenticity.
Setting clear expectations helps students understand appropriate use and reduces the likelihood of academic integrity violations.
  • Develop and share a clear class policy on the use of generative AI in your course.
  • Clearly define what is acceptable and unacceptable, providing specific examples where possible.
  • Include a syllabus statement outlining your expectations regarding AI and academic integrity.
  • Provide a separate document detailing your course's AI use policy, especially if AI tools may be used differently across assignments or if AI use is prohibited altogether. Clear documentation helps reinforce expectations and prevents confusion.
  • Collaborate with students to create a community agreement that outlines shared expectations for responsible AI use. This approach supports transparency, builds shared responsibility, and encourages ethical decision-making.