Know the Code Resources

Academic integrity is a fundamental value in academia and enhances student learning and success. This Academic Integrity Tutorial will discuss why academic integrity is important, provide examples of academic dishonesty, share how students can practice academic integrity, outline the university policy and procedures pertaining to academic misconduct, and share resources to support your academic integrity and student success. Access the tutorial.

Chegg and Other Study Sites

Using Chegg and other online study sites could constitute a violation of University policy. Prior to using external sources, such as Chegg, you should review University policy and ask for clarification if you are unsure if your use would constitute a violation.

Contract Cheating

Contract cheating is a type of academic dishonesty where students get academic work completed on their behalf to submit for credit as if they had created it themselves.

Resources for International Students

In order successfully adapt to the American culture and educational system, you have to keep an open mind and be willing to renegotiate some of the academic values you may bring from your home country.  In the United States, qualities such as independence, originality, critical thinking, and interpretation are extremely valued.  Here, success is measured by individual effort. This booklet is intended to help you understand Iowa State's expectations regarding academic integrity and provide general information about how to be successful academically. You can watch this video to learn more.

International Guide to Student Success Plain Text Document (PDF)

Artificial Intelligence

Use of Artificial Intelligence (AI) tools like ChatGPT is prohibited where instructors indicate work should be done independently by the student. This includes drafts, outlines, essays, process work, etc. Whether having another person or company or AI tool complete written work, assignments, or other coursework for you, this constitutes academic misconduct.

The purpose of your education and courses is to learn and demonstrate your learning, as measured by the assignments and assessments selected and developed by instructors. Developing these skills will help you as you continue your education and into your workplace in the future. AI-generated coursework will be treated like any other form of academic misconduct. Where students have questions about how or when AI may be permitted for use in the course, you should engage with your instructor directly.

This guide provides information about University policies and expectations regarding the completion of academic work and research. Students should review the Student Code of Conduct, Course Catalog, and Graduate College Handbook for additional information. Information on the academic grievance process can be found in chapter 9 of the Graduate College Handbook.

Graduate Student Guide Plain Text Document (PDF)

Iowa State is primarily concerned for the health and safety of its students. Iowa State is aware that students may sometimes be reluctant to seek medical attention in alcohol-and drug-related emergencies, out of fear that they may face university sanctions related to possessing or consuming alcohol and drugs. Because these emergencies are potentially life-threatening, Iowa State hopes to reduce barriers that prevent students from seeking assistance.

Accordingly, students who voluntarily seek emergency medical attention for themselves or someone else related to the consumption of alcohol or drugs may be referred for substance abuse evaluation and/or treatment, and/or the educational Diversion Program, instead of facing university charges and sanctions for alcohol-or drug-related policy violations. Students may additionally be referred to Student Assistance for appropriate follow-up, including ensuring students are aware of the support and resources available.

Medical Amnesty only applies when a student initiates the call for emergency medical attention and only when the emergency medical attention is needed to address alcohol or drug emergencies. It does not apply when the individual suffering from the alcohol or drug emergency is discovered by a University official (e.g., security, CA, etc.).

If a representative of an organization hosting a registered event calls for medical assistance, this act of responsibility may mitigate potential disciplinary consequences that could arise against the organization (i.e., the fact that an organization representative sought help may be considered in potential sanctioning of the organization for policy violations).

Medical Amnesty does not apply to violations of the Student Code of Student Conduct that are egregious and fall outside alcohol or drug related policy violations, including, but not limited to, cases involving sexual assault, weapons possession, possession of drugs that induce incapacitation (e.g. Rohypnol or other "date rape drugs"), and drug offenses extending beyond mere possession.  Iowa State strongly encourages victims who have been sexually assaulted after consuming alcohol or drugs and witnesses of such assaults to come forward without fear of disciplinary action by the University. Iowa State strongly encourages students to seek emergency treatment when alcohol poisoning or a drug overdose is suspected.

In situations where a controlled substance or alcohol emergency has been identified and where medical or police assistance is needed, organizational leadership is encouraged to follow the recommended responsible reporting protocol, which considers the Medical Amnesty Provision for Responsible Action. When organizational leadership follow this protocol, this may mitigate potential student disciplinary consequences in any subsequent student conduct process.

I. A member of an organization’s leadership seeks assistance (medical and/or police) to address a health/safety situation.

II. Within 12-24 hours of the incident, organizational leadership contacts and submits an initial report to:

· The university affiliated staff/faculty advisor on record to report the issue.

· The Office of Student Conduct.

· Where an incident involves a sorority or fraternity, the Office of Sorority & Fraternity Engagement

This initial report should include:

· A description of the incident and actions taken.

· The name(s) of student(s) receiving medical attention and name(s) of any other impacted students.

III. Organizational leadership will be expected to submit a more detailed report to the Office of Student Conduct within the week.

· All information in this reporting form must be thorough, truthful, and complete, and include names of all students and/or guests involved and information regarding their involvement.

Iowa State University is committed to fostering a learning environment where free expression, vigorous debate, and open inquiry are encouraged. Consistent with the Iowa State Principles of Community, honest and respectful expression of ideas and open-minded understanding which promotes the full inclusion of all individuals, organizations and groups, is a critical component of a thriving learning community. 

The content of this website is for general informational purposes only and should not be understood as legal advice. For help with any legal problems or concerns, including those similar to the situations described herein, a licensed attorney should be contacted. The contributors to this site do not claim or guarantee that the information provided is or will be accurate, correct, or effective in any particular situation, and should not serve as a substitute for competent legal counsel.  In addition, the information presented here is summary in fashion and does not state official university policy. This content does not supersede, amend, modify, or replace official university policy. University policies on these subjects may be found at: https://www.policy.iastate.edu/. 

What is Freedom of Speech?

The First Amendment of the U.S. Constitution states, “Congress [i.e., the government, and by extension, employees of the state including public institutions such as ISU] shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances.”
Freedom of speech is the right of a person to articulate opinions and ideas without interference, retaliation or punishment from the government. The term “speech” is interpreted broadly and includes spoken and written words as well as symbolic speech (e.g., what a person wears, reads, performs, protests, and more). The First Amendment protects speech even when the ideas put forth are thought by some or even by the majority of individuals to be illogical, offensive, immoral, or hateful.  Indeed, in Texas v. Johnson (1989), the Supreme Court stated, “If there is a bedrock principle underlying the First Amendment, it is that government may not prohibit the expression of an idea simply because it finds it offensive or disagreeable.” Public universities such as Iowa State are subject to the constitutional restrictions set forth in the First Amendment, both in state / federal law, and so may not take action infringing on an individual’s freedom of speech.
Freedom of speech and a commitment to vigorous debate and open inquiry does not mean that individuals may say whatever they wish, wherever they wish.  The university may restrict speech that falsely defames a specific individual; that constitutes a genuine threat or harassment; that is intended and likely to provoke imminent unlawful action, or that otherwise violates the law.  In addition, the university may reasonably regulate the time, place, and manner of speech to ensure that it does not disrupt the ordinary activities of the university. The exceptions have been interpreted narrowly by the Supreme Court and other state and federal courts.

Harassment and Discriminatory Harassment

Iowa State University has policies pertaining to harassment and discriminatory harassment.

Where there are allegations of violations of the policy (review the policy and procedural definitions for more information), the Office of Student Conduct will review the information provided. For cases involving reports of discriminatory harassment or sexual harassment, the Office of Equal Opportunity may take complaints and conduct investigations, sharing their findings with the Office of Student Conduct.

Information on Iowa State’s Title IX Sexual Harassment, Sexual Assault, Dating Violence, Domestic Violence, and Stalking is available. Iowa Criminal Code pertaining to Harassment is available.

Related Policies and Laws

Discrimination and Harassment Policy

Facilities and Grounds Use, Activities

Chalking Policy

Acceptable Use of Information Technology Resources

Department of Residence Behavioral Policies

Student Disciplinary Regulations

Statement Affirming Freedom of Expression – State of Iowa Board of Regents

708 Assault (including harassment, hazing, stalking, threat)

708.7 Harassment

723 Public Disorder (including riot, unlawful assembly, failure to disperse, disorderly conduct)

729 Infringement of Individual Rights

681 9.1(262) [Iowa Administrative Code] Uniform rules of personal conduct

Conflict Coaching is a private and voluntary process designed to help students navigate interpersonal conflicts. Use this guide to Conflict Coaching for your reference and request a conflict coaching session with a member of our team.

Office of Diversity & Inclusion

Office of Equal Opportunity

Dean of Students Office

Student Activities Center - Organization Resources

Student Counseling Services

Office of Student Conduct

ISU Police Department

Ombuds Services

Principles of Community

Hazing is any intentional, knowing, or reckless action, request, or creation of circumstances that may include, but is not limited to, the following:

• Endangers the mental or physical health or safety of any person; or
• Causes or presents a substantial risk of physical injury, serious mental distress, or personal humiliation to any individual; or
• Involves any act solely based on the classification status of a student; or
• Involves the damage, destruction or removal of public or private property; or
• Involves impairment of physical liberties, such as sensory deprivation, kidnapping, isolation, sleep or meal deprivation, and personal servitude;
• Involves a violation of local, state, or federal law or university policy; or
• Otherwise creates an interference with academic endeavors;

And is in connection or associated with initiation or admission into, or continued membership in, or elevating status within any recognized student organization or group affiliated with the university, including but not limited to, any student, campus, fraternal, academic, honorary, musical, athletic, or military organization.

Individual acceptance of or agreement to engage in any activity that occurs during an initiation rite does not affect a determination of whether the activity constitutes hazing.

Both individuals and groups may be held accountable under this policy. Failing to intervene to prevent and/or failing to report those acts may also violate this policy. Any individual who plans or intentionally assists in hazing is in violation of this section, whether or not that individual is present when the hazing activity occurs.

Violations under this section may include activities that are not consistent with the parent organization’s (where applicable) rules and regulations.

In addition, any act meeting the definition of “Hazing” under Iowa Code Section 708.10 is a violation of these regulations. 

1.     a. A person commits an act of hazing when the person intentionally or recklessly engages in any act or acts involving forced activity which endanger the physical health or safety of a student for the purpose of initiation or admission into, or affiliation with, any organization operating in connection with a school, college, or university. Prohibited acts include, but are not limited to, any brutality of a physical nature such as whipping, forced confinement, or any other forced activity which endangers the physical health or safety of the student.

b. For purposes of this section, “forced activity” means any activity which is a condition of initiation or admission into, or affiliation with, an organization, regardless of a student’s willingness to participate in the activity.

2. A person who commits an act of hazing is guilty of a simple misdemeanor.

3. A person who commits an act of hazing which causes serious bodily injury to another is guilty of a serious misdemeanor.

Electronic Reporting Form

Concerns of hazing can be reported using the electronic reporting form. Please complete the form as detailed and thoroughly as possible. Detailed and thorough information is important in order for the Office of Student Conduct to follow-up on the allegation.

Please Note: After submitted a report to our office, a staff member may follow-up with you regarding the concern you have reported, provide resources, and clarify any vague issues. To the extent possible, reporting party names are kept private in the course of an investigation, but may need to be disclosed during the adjudication process. For questions regarding reporting, please contact the Office of Student Conduct directly.

Office of Student Conduct 

Contact for a concern of hazing related to any student and/or student organizations. You may email, call, or schedule an appointment. 

knowthecode@iastate.edu 

515-294-1020

Iowa State Police Department (on-campus concerns)

Contact for a concern of hazing related to any student and/or student organizations. 

515-294-4428

Ames Police Department (off-campus concerns) 

Contact for a concern of hazing related to any student and/or student organizations. 

515-239-5133

Our office has created content in Canvas, including a link to the tutorial, discussion posts, a reflection assignment, and a knowledge check that you may consider assigning in your courses. The content can be accessed through the course commons by searching Academic Integrity Tutorial: Office of Student Conduct.

Below are ways you may consider implementing this resource in your course.

• Imbed the reading link into your Canvas course as a resource for students
• Assign the reading and facilitate a class or virtual discussion around the content. Questions could include:
  • How would you define academic integrity and why is it important?
  • What is the relationship between academic integrity and ethics in your chosen career field?
  • What are the benefits of doing your academic work honestly? What do you gain personally and professionally?
  • What are the potential consequences of doing your academic work dishonestly, both personally and professionally?
• Assign the reading and require students to answer, download, and submit the questions found under “What is academic integrity and why is it important?”
• Assign the reading and require students to complete the knowledge checks (9 total) and submit screenshots or documentation of completion.

Academic misconduct is any action or attempted action that may result in creating an unfair academic advantage for oneself or an unfair academic advantage or disadvantage for any other member or members of the academic community. Such behavior is disparaging to the university and students found responsible for academic misconduct can face a number of disciplinary sanctions such as a disciplinary reprimand, conduct probation, deferred suspension, suspension, or expulsion. Instances of academic misconduct ultimately affect all students and the entire university community by degrading the value of degrees when some are obtained dishonestly, and by impacting the grades of students working honestly.

Examples of academic misconduct include, but are not limited to the following:

Obtaining or use of unauthorized information: It is a violation to obtain or use unauthorized assistance or prohibited materials and texts, tools, or study aids, unapproved use of cell phones, internet, or other electronic devices, unauthorized collaboration or copying on a test or assignment. Other examples may include working with another student on a take-home test or homework when not specifically permitted to do so by the instructor, looking at your notes or other work during an examination when not specifically permitted to do so, unauthorized sharing of questions or answers with another student or students whether in the classroom, via group chat or messages or another internet platform, or where posted by another student at an online academic warehouse (Course Hero, Chegg, Study Blue, etc.).

Misrepresentation, falsification or fabrication of information. It is a violation for students to misrepresent or falsify coursework. Examples of this may include purchasing or downloading for use a paper from a term paper service or online academic warehouse, working jointly on a project and then submitting it as one's own, requesting, hiring, or otherwise encouraging someone to take a course, exam, test, or complete assignments on your behalf or for another student.

Students may not engage in or submit falsified or fabricated course work such as falsifying research, inventing or falsely altering data, citing fictitious references, falsely recording or reporting attendance, hours, or engagement in activities such as internships, externships, field experiences, clinical activities.

It is additionally a violation for students to tamper with or attempt to alter grades, academic records, or an instructor’s evaluation of work by altering materials or documents, tampering with evaluation tools, or other means of interfering.

Plagiarism: Plagiarism is a form of misrepresentation. Students may not present the work, words, theories, data, expressed ideas, or artistry of another person or persons as their own, neither word-for-word nor paraphrasing of another person’s work.  It is a violation for students to reproduce another person's paper, work or artistry, even with modifications, and submit it as their own.  Students may not use another person's work or words (including unpublished material) without appropriate source documentation or citation.

It is a violation for students to submit substantially the same work to satisfy requirements for one course or academic requirement that has been submitted in satisfaction of requirements for another course or academic requirement without permission of the instructor of the course for which the work is being submitted.

Other academic misconduct: Students are prohibited from any action that helps another student engage in academic misconduct. Examples may include providing or selling coursework or materials to another person where this is not permitted or where they plan to use it in an unauthorized manner or otherwise submit it as their own work; unauthorized provision or discussion of exam questions or answers with students that will be taking the same or similar exam; posting coursework created by an instructor without their permission at an online academic warehouse (Course Hero, Chegg, Quizlet, etc.); taking an exam/completing an assignment for someone else; or otherwise seeking to acquire, selling, bribing, paying or accepting payment for unauthorized academic work or assistance that contributes to academic misconduct. 

Students are prohibited from the recording and/or sale or dissemination (including posting) of instructional content without the express permission of the instructor(s) or through an approved accommodation coordinated via Student Accessibility Services.

Academic misconduct is a violation of the behavior expected of a student in an academic setting as well as a student conduct violation. A student found responsible for academic misconduct is subject to appropriate academic penalty, to be determined by the instructor of the course, as well as sanctions under the university Student Code of Conduct. If an instructor believes that a student has behaved dishonestly in a course, the following steps are recommended:

1. Contact the student to indicate there are concerns with the coursework; this can be done via email or another appropriate student learning platform.
2. Provide the student an opportunity to respond and indicate whether they admit or deny responsibility. When engaging with students about suspected misconduct, it may be helpful to share what relevant information supports your suspicion. This provides students an opportunity to respond before a report is filed with the Office of Student Conduct. In these situations, students may experience fear or panic, or be embarrassed or overwhelmed, which could impact how they respond and the information they share. Our website provides a template for how you might approach a conversation with a student about concerns of academic misconduct.
   • Where students request to meet, instructors can facilitate this as plausible (in-person or virtual), involving the relevant and appropriate instructors for the referral (e.g., teaching assistant for the course and/or supervising faculty.)
   • In cases involving multiple students, it recommended that meetings are with individuals.
3. If they deny responsibility, do not assign a grade for the assignment or course (leave grade as N for grade processing) until the Office of Student Conduct has shared the student disciplinary conclusions.
4. If they admit the misconduct, you may assign a grade according to your discretion and what you may have outlined in your syllabus.
5. Refer the case and information to the Office of Student Conduct via their website reporting form, including related materials such as exams, coursework, reports, websites, external resources, syllabi, summary of the interaction with student(s), and other relevant information, as requested.

In cases involving denial of responsibility, when an outcome is determined by the Office of Student Conduct, both the student and the instructor will be notified of the disciplinary process conclusions.

For questions regarding the process, contact the Office of Student Conduct.

The complete Student Code of Conduct policy and process pertaining to academic misconduct is available as a resource.

Faculty are encouraged to provide information in their syllabus regarding expectations related to coursework completion, academic integrity and the academic/grade consequences for students who complete their work dishonestly. CELT and the Office of Student Conduct have created sample syllabus statements:

• CELT Recommended Iowa State University Syllabus Statements
• CELT Artificial Intelligence, Syllabus Statements and Assignment Recommendations

The class will follow Iowa State University’s policy on academic misconduct (5.1 in the Student Code of Conduct). Students are responsible for adhering to university policy and the expectations in the course syllabus and on coursework and exams, and for following directions given by faculty, instructors, and Testing Center regulations related to coursework, assessments, and exams. Anyone suspected of academic misconduct will be reported to the Office of Student Conduct in the Dean of Students Office. Information about academic integrity and the value of completing academic work honestly can be found in the Iowa State University Academic Integrity Tutorial.

Applicable Policies

Concerning the use of online coursework warehouses, there are a number of campus policies that address the use of these sites. Faculty are encouraged to share this information with their students via their syllabus and during course discussions. More information about submitting referrals of academic misconduct can be found here. 

• Student Code of Conduct, Section 5.1: Academic and Research Misconduct Policy
• Student Code of Conduct, Section 5.20: Misuse of Technology Resources
• Iowa State Catalog – Academic Conduct, Academic Dishonesty

Investigating Chegg Postings and Submitting to OSC

If faculty believe their content has been posted to Chegg, the faculty member can reach out the Office of Student Conduct to request an honor code investigation. Faculty will need to provide the Office of Student Conduct with a link to each posting. The Honor Code Investigation with Chegg works to remove the infringing content.

Faculty who believe a student has utilized outside sources in the completion of their academic work, such as Chegg, can submit an Academic Misconduct Reporting Form, including supporting information, related to the allegation of misconduct. Student Conduct will follow up with faculty for clarification or additional information where needed.

Why Do Students Cheat?

In order to appropriately address cheating and deter if from occurring, it can be helpful to understand why students report making the decision to cheat.

• Poor time management. Often, students cite poor time management as a key factor that led to their decision to cheat, and research supports this. Time management has been reported to be particularly difficult during this period of online learning where students may be managing a number of demands including the new dynamics of COVID, caring for child or adult dependents, and work.
• Prioritization. Students may report taking shortcuts that include use of online academic warehouses or contacting a friend for work or assignments that they see to be less important for the course, particularly where they reporting having other more significant projects, exams or coursework due simultaneously.
• Only path to success. Students often articulate believing that they cannot pass if they don’t cheat. This can certainly be related to insufficient academic preparation, time management, prioritization, completing demands, and organization. 
• Impression they will not get caught. Students may be aware of other students using online academic warehouses or interacting with peers that are not caught or reported to Student Conduct. This may contribute to their decision to engage in similar behavior. When faculty share that they are using tools and processes to identify academic misconduct, and discuss the possible serious penalties, this can help to dissuade or impact student decision-making, and may encourage reporting where students find infringing content posted, or are aware of others engaging in dishonest behavior.
• Indifference. Research shows that students cheat because they are indifferent to it or they perceive that instructors or institutions are indifferent to it. This can occur when students see others cheat without consequences or when they see instructors giving minimal information about academic integrity or when students perceive that instructors seem indifferent to student learning.
• Lack of understanding. There is some evidence that students cheat because they don’t understand what constitutes cheating. This can be for a variety of reasons including academic preparation issues, cultural views on attribution and collaboration, and academic vs professional expectations. Addressing academic misconduct in your course through syllabus statements, reminders, and open conversations with your students can be helpful in making expectations clear.

Promoting Academic Integrity

• Discuss the importance of academic integrity early in the semester and connect it with ethical practices in the student’s field of study.
• Share with students that you plan to hold students accountable for academic misconduct and the steps you are taking to address misconduct in your course.
• Add reminders to the beginning of exams and assignments with clear instructions on what is and isn’t permissible. Common points of confusion can include working with others, group projects, and permissible resources.
  • Example: Can students utilize outside resources? If they can, consider creating a list of preferred sources and/or prohibited external resources.
  • Example: Can students work together? If so, what does effective and appropriate collaboration look like? It is important to clearly define collaboration.
• Require students to show their work on problems/solutions and to submit any personal note sheets allowed for exams.
• Ensure your syllabus contains a statement of academic misconduct. Example statements can be found here.
• Consider implementing an Academic Integrity Pledge for the course. Example integrity pledges can be found online.

Coursework Design Considerations

Faculty have shared the following ideas with our office to deter cheating and/or make identifying misconduct easier.

• Use an expanded and scrambled bank of questions, particularly for multiple choice questions.
• Use a randomization feature; this can be particularly helpful for questions involving numbers and can allow you to uniquely identify a student based on a question or set of questions.
• For essay-based exams, consider fewer questions with longer answers and allow students to choose from a bank of questions to answer.
• Water-mark exams and lock-down the PDF to eliminate copy and pasting; any screenshots or photos of the exam would be water marked with the student’s user ID.
• Research shows that ongoing small assignments, including those that build over time like multiple drafts to a final paper, promote academic integrity.
• Design assignments that require students to apply their knowledge to “real world” problems or situations; this requires original and creative thinking and gives more purpose to the assignment.
• Consider alternative ways to assess knowledge such as projects in lieu of an exam, video-recorded reports or exams, etc. 

For more resources on teaching including course delivery, strategies, and assessment and evaluation, please visit CELT.

The Center for Excellence in Learning and Teaching provides a number of helpful resources for faculty on the topic of Academic Integrity and are an excellent resource for course delivery.

Achieving Academic Integrity

Five Factors for success in remote assessments

Formative and Summative Assessment

Plagiarism

Anytime you use someone else's words, themes, ideas, or phrases, you must use appropriate citations and quotation marks. Students are expected to have basic knowledge about how to properly cite sources and use quotation marks.

Is the Use of Online Sources Acceptable?

This really depends on how students are using these resources. If students are using outside resources for academic advantage, to complete their coursework (assignments, quizzes, exams, etc.), and/or to provide unauthorized information to others, they are likely violating policy. As an instructor, it can be helpful to provide clear guidance on what resources are and are not permitted for your class. 

Faculty and instructors may wish to add specific information in their syllabus related to use of AI content generation. CELT has developed a website with information that may be useful in addressing these concerns, and provides information on potential alternative assignments and assessments. (https://www.celt.iastate.edu/resources/ai-teach-learn/)

Suspected AI-generated coursework referrals will be reviewed similar to any other form of academic misconduct.

A March 30, 2023 article in HigherEdJobs by Dr. Sarah Ruth Jacobs* provide “approaches that faculty can take to protect academic integrity despite” artificial intelligence:

• Openly discuss the ethics of using ChatGPT in a variety of ways. A course policy that specifies allowable uses of the chatbot -- and/or penalties for using it -- can help to manage everyone's expectations. For example, a course might allow for certain uses of ChatGPT, as long as the work includes the chat transcript and an explanation of how the chatbot's output was evaluated, coordinated with other research, and fact-checked.

• Test assignments with ChatGPT. While the chatbot is excellent at summarizing well-established concepts, it is less proficient at complex, novel analysis of individual texts or sections of texts. Entering an assignment prompt into ChatGPT can be a great way for faculty to gauge and then leverage the tool's blind spots. If a student's work does not deeply engage with an assignment, it may not be possible to prove that the work is AI-generated, but the student can still lose significant credit, which should hopefully encourage him or her to do the needed deep work.

• Flip the classroom. Having students do assignments in the classroom creates an opportunity for faculty to assist them, and it also establishes certain baselines for each student's work. When a student's in-class work bears little resemblance to his or her out-of-class work, perhaps a non-punitive, open-minded dialogue will help the student and the faculty member to determine if the student is working in a way that serves his or her best interests (and that is consistent with course expectations).

• Assign more original research, timely issues, hands-on work, or projects requiring personalized/localized knowledge. By asking students to apply course concepts via appropriately challenging original research, faculty can breathe more life into the course material, as well as remove the potential for plagiarism. Additionally, ChatGPT's knowledge ends in September 2021, so asking students to apply concepts to recent events or publications will, at least currently, stump the chatbot.

• Use AI text detection tools with caution. Unlike traditional plagiarism, which usually involves taking exact wording from or lightly rephrasing a source, AI plagiarism is quite often not provable, and faculty members and administrators will perhaps find themselves on the defensive when they are unable to point to any original sources or wording, even when AI detection tools are on their side. Students may have complex reasons for using AI, such as a sense of inadequacy or life circumstances that make completing work on time very difficult. A compassionate approach that seeks to understand and address the root cause of the suspected AI use, rather than a one-size-fits-all lecture or punishment, will most likely hold the highest hope for positive change.

Jacobs, S. 2023, 'Making Courses Resistant to ChatGPT Plagiaris' 30 March, accessed October 2023.

In a community of scholars dedicated to the pursuit of knowledge and truth, conduct that jeopardizes research integrity undermines the advancement of knowledge, erodes public support, wastes resources and may jeopardize safety and health. In addition, federal policies and regulations require, as a condition of eligibility for funding, that the university have policies to investigate research misconduct and, when found, to take corrective action. For these reasons, Iowa State University condemns research misconduct and is committed to addressing allegations and findings of such behavior.

This Research Misconduct policy incorporates definitions and procedures set forth in the Office of Science and Technology's Federal Research Misconduct Policy, as well as the Public Health Services Policies on Research Misconduct, as of 2010. When appropriate, federal policies and regulations, and interpretations of them, will be considered in making determinations under this policy.

For more information, view the full Research Misconduct page.

Iowa State University's Acceptable Use of Information Technology Resources policy (AUP) provides for access to information technology (IT) resources and communications networks within a culture of openness, trust, and integrity. In addition, Iowa State University is committed to protecting itself and its students, faculty, and staff from unethical, illegal, or damaging actions by individuals using these systems.

For more information, visit the full Acceptable Use of Information Technology Resource page.