1. Assistant Dean of Students and Director of Judicial Affairs
Academic Integrity and Judicial Affairs Resources at Iowa State University
Michelle L. Boettcher
Assistant Dean of Students and Director of Judicial Affairs
Fall, 2009

2. OVERVIEW WHAT OJA DOES TYPES OF ACADEMIC MISCONDUCT
MOTIVATIONS FOR MISCONDUCT
REPORTING MISCONDUCT
Additional Support OJA can Provide

3. ISU Judicial Affairs Philosophy
Basic Assumptions
#1: People make mistakes.
#2: People can learn from their mistakes.
#3: Students want to be successful.
Campus judicial and legal processes differ
Distinctions
Legal system = Proof beyond a reasonable doubt
Campus Judicial system = Preponderance of evidence (51% rule)… goes to the student
Basic due process required = notice + hearing
More due process required for more serious offenses
We have to abide by our own policies

4. ISU Judicial Affairs Philosophy (continued)
Student Discipline ≠ a simply punitive system
OJA Goal for hearing outcomes is education
Accept & take responsibility for one’s actions
Change behavior
Work toward future success
Goals for Judicial Interaction
To help students.
To support faculty / staff / the campus community.
We realize students do not like to receive letters from our office. We
hope most of them leave knowing we want them to be successful at
Iowa State – even if they hope they never HAVE to see us again.
It is an ongoing challenge to balance what is best for individual students with what is best for the campus community.

5. Caseload The ISU Office of Judicial Affairs Most common issues
Alcohol/drug & related violations
Digital Millennium Copyright Act (DMCA) violations
Academic misconduct violations
Violation
Alcohol & Drugs
382
463
363
Misuse of Computers
219
1050
1500+
Academic Dishonesty
268
151
132

6. Types of Academic Misconduct
Plagiarism
Group work without permission
Copying (exams, homework, etc.)
“Too much helping”
Improper citation or NO citing
(only a reference page)
OTHERS?

7. Student Excuses for Academic Dishonesty
“I didn’t know how to cite using (insert style here)”
“I didn’t know I had to cite it if it came from the internet”
“We were in the same group, so our assignments will look the same”
“We discussed our work, but didn’t copy each other”
“I was too busy to write it myself”
“I must have turned in the wrong document”
“I would never do this intentionally – it was a mistake”
“I had difficulty translating from my primary language”
“I didn’t think it would make that much difference in this class”
This is how I did it in high school (at another college, in another class, etc.).

8. Why do students cheat? Poor time management Do not mean to (= oops)
They are out to deceive and annoy faculty
Afraid to ask questions about difficult subject matter or process for specific assignments
Basing their actions on past behaviors / expectations

9. Process Referral Notification to Student Initial Meeting Hearing Types
Minor Cases (≠ unimportant cases)
Major Cases (could result in dismissal from ISU)
Notification to Student
Initial Meeting
Hearing Types
Administrative Hearing (minor cases)
Major Cases
Agreed Resolution
AUJ (All University Judiciary) Board
APA (Administrative Procedure Act) Hearing
Each AUJ Board that hears cases is made up of 5 persons, 2 of which are students (usually 2 -3 are faculty, and one is staff)
APA Hearings allow students to have their cases heard by an administrative law judge, who makes his/her recommendation to the president

10. Sanctions (Resolutions)
Disciplinary reprimand
Conduct probation
Suspension
Deferred
Defined
Indefinite
Education – Papers, Classes, Presentations
Counseling
Restitution
Community Service
Expulsion is not on here, but it is an option. Rarely will it be agreed to by a student. In cases where the only outcome the hearing officer can offer is expulsion, we strongly encourage a student to go to an AUJ hearing.
Sanctioning is not a “one size fits all” approach Most common sanctions = Disciplinary Reprimand & Conduct Probation OJA does NOT decide how academic misconduct impacts a student’s grade. That is left to the discretion of the faculty.

11. Discouraging Academic Dishonesty
The more you mention it, the more aware students are that YOU are aware (and that it matters)
Include a clear policy statement in your syllabus for using sources and discuss it
Provide info to students on how to cite
Consider suggesting an internet resource students can utilize
Clearly explain your expectations and consequences
Example: “Too much helping” – clarify this.
Use assignments that discourage plagiarism and copying
Create new tests each semester
Require outlines and drafts prior to due date
Give written or oral pop-quizzes in class
PLEASE REPORT ACADEMIC MISCONDUCT.
If you just say, “There’s my statement on academic integrity. I know you all can read and I expect you to read it,” that is sufficient. HOWEVER, it may also result in more academic misconduct than if you talk about it with your students.

12. Process - What to do? Suspected Misconduct
Request a meeting with student(s)
Meeting occurs: discuss allegations with student(s)
Meeting does not occur
Clarify behavior – determine there was no misconduct. End of process.
Review info & allow student(s) to admit or deny responsibility. Determine there was misconduct.
Submit materials to OJA, use the memo of academic misconduct

13. Memo of Academic Misconduct http://www. dso. iastate
MEMORANDUM
Date: [ ]
To: Dr. Dione Somerville
Dean of Students
1010 Student Services Building
Ames, IA
From: (Name, Dept. College)
Re: Academic Misconduct
[Course title-number/fall/spring/summer semester 2007/2008].
This memo is a record of an academic misconduct case that occurred in [class name] with [student name] this
[fall/spring/summer] semester. I became aware of the case [describe how/when/etc]. I responded by meeting
with the student(s) to discuss both the incident and the process according to my syllabus and university policy. The
following outline is the summary of the discussion(s) and my conclusions regarding the alleged violation.
[Describe the meeting with student, include date, time. Suggestions for info shared during the meeting:
Explaining to the student how you became aware of this incident. Reviewed the course syllabus and
assignment requirements and expectations. Include in the memo what the student stated during the
meeting. Give the student the opportunity to admit/deny responsibility. Include in memo whether or not
the student admitted/denied responsibility for the alleged violation.]
Actions I have taken include [list action re: grading/withholding of grade of assignment/overall class grade].
[Name]
[Department]
[Phone Number]
Encl: [Include relevant documentation. Eg: plagiarized paper and evidence reference(s), copies of assignments, tests, quizzes etc.]

14. Submitting Info to OJA Collect all relevant information including:
Dates – of work submitted, meetings with students, etc.
Copy of essay, paper, report, exam, etc.
Source of alleged plagiarism, noted appropriately, OR
Exam in question, with information copied, etc
correspondence between you and the student
Notes related to calls or conversations with student(s)
Determine grade/course outcome
If student admits responsibility, or
After OJA determines outcome of responsibility
You can let a student know what the outcome will be once responsibility is determined, but you should not take specific action until the student admits responsibility or is found responsible through OJA.
We stress to students that the academic impact of their behavior is at the discretion of the instructor / faculty involved.

15. Things to Keep in Mind…
1. A significant number (almost all) of our students come to hearings and take responsibility for their behaviors.
2. Even if a student is found not responsible, s/he has been engaged in an intentional conversation about university expectations of behavior.
3. During hearings our office provides information to students about appealing OJA and academic decisions.
4. We see very few students a second time – particularly around issues of academic misconduct.

16. Things to Keep in Mind… (continued)
5. Grad / Doctoral student academic misconduct is more likely to be a major case because that research impacts ISU’s institutional integrity.
6. Not every action a student takes related to class constitutes academic misconduct, but actions may violate of other parts of the Student Disciplinary Regulations.
7. Generally, students are more worried about faculty reaction than judicial action. We encourage students to follow-up and maintain good relationships with TAs, instructors, and professors.
8. OJA is always available to consult about student issues.
One of the first things we talk to students about is how they treated the faculty or staff involved in a situation. For example, when students are cited for underage possession of alcohol, I talk to them about how they reacted to the officer issuing the citation. I express appreciation when they show respect to others and let them know that disrespect can lead to other charges based on the SDR.

17. Nice Segue: OJA is always available to consult about student issues.
Issues are NOT limited to academic misconduct.
The Dean of Students Office can help with behavioral issues, as well.
Classroom disruption
Disturbing comments during meetings
Statements of concerns in submitted assignments
Demeanor / appearance / participation concerns
Other
If you have questions or if other students present concerns about their peers, do not hesitate to call.

18. One more thing… New sexual misconduct policy written last year.
Information will go out to all students when they arrive.
If you have questions or would like a speaker’s bureau presentation for your class, contact me.
If a student reports to you, call us. The DSO helps coordinate response to sexual misconduct & harassment FOR STUDENTS.
The “Get a Yes” candy heart campaign will be on campus this fall.
Fliers
Presentations
Collaboration with Campus Events

19. SUMMARY
Have a good academic misconduct statement and make academic integrity a key part of your class.
Talk with students about academic misconduct.
Report issues of academic misconduct.
Call if you have questions about this or any other types of student behavior.
We want to partner with you.

20. Questions?