ETHICS AND INTEGRITY
Classroom Code of Conduct
A big part of establishing a positive learning environment is to ensure that all members of a class are aware of boundaries, respectful rights and harassment-free discourse in the class discussions or activities.
One way to get students to think about respect and care in the classroom is by establishing a community agreement in the beginning of the semester (find out more in the Creating a Learning Community chapter). This can be generated by the class as a whole or in small groups within the seminar or lab. Students should come to a consensus and record what behaviors and language are acceptable.
Try to encourage students to be as specific as possible. If, for example, students decide that one student shouldn’t dominate the class discussions, ask the students to identify how this behaviour can be monitored in class. For example, “everyone speaks once before anyone speaks twice” is a possible agreement for equitable class discussion. “Stories should specifically relate to the topic at hand” is another agreement that might govern how the discussion might proceed. It is helpful to record the classroom agreement and share a copy with students. This document then serves as a collective agreement and can be modified throughout the semester according to the needs of the class.
There are, however, some principles and codes of behaviour that students are required to respect. For example, there are certain protocols that students are required to be aware of and respect while in labs (find out more about labs in Preparing for and Teaching in Laboratory)
Academic Integrity
We celebrate academic integrity and try to establish a culture in which people are credited for the work they do, and are
Why do students cheat?
According to Weimer (1991a), students cheat for many reasons. For one thing, what faculty, TAs, and Lab Assistants consider to be academic dishonesty is very different from what students consider to be dishonesty. Sometimes, students do not feel it matters how much they learn because what they are learning in class is not directly related to their future job prospects. With the pressures of today’s marketplace, they feel they must succeed at all costs: “They care more about financial security, power, and status, and less about altruism, social concerns, and learning for the sake of learning” (p. 3). Students cheat for a variety of reasons, for example:
- Students cheat to improve their grades. Students may feel pressure to improve their grades in order to stay in their academic program, be accepted into a more competitive program, or to gain entrance into a graduate program.
- Students might feel that there is little chance of getting caught, and if caught that their punishment will not be very severe.
- Students might attempt to cheat because they perceive an opportunity to cheat – for example if an examination is repeatedly used or recycled, or if the exam is improperly proctored or not secure.
What can you do as a TA or Lab Demonstrator?
There are many things that a Teaching Assistant or Lab Demonstrator. Tell your students what constitutes plagiarism and academic dishonesty. Suggest that other TAs and Lab Demonstrators in your course tell their students as well, so that if a cheating incident arises, students cannot claim ignorance. In order for students to believe in the value of the material you are presenting to them, try to make it relevant to their lives. Remind students that grades are not the only thing that matters: if they are applying to graduate school, there are many other things (such as good letters of reference, relevant work and school experience, personal interests, and good entrance exam marks) that may assist in their application. If you are proctoring an exam, be constantly monitoring and walking around the room in order to minimize opportunities for cheating. Keep exams locked securely. Make the effort to review assignments and papers, even if you do not mark them yourself. If you do suspect plagiarism or cheating, make every effort to address the problem.
A Plagiarism Free Brock
(Professor Jon Radue, Department of Computer Science)
Why is plagiarizing such a “big deal”?
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- plagiarism undermines the value of other students’ and scholars’ work
- if a student can get through school plagiarizing, the value of a degree is minimized (i.e.: your credibility will actually decrease from having students who are plagiarizers)
- plagiarism is illegal; anything you ever write down is considered copyright
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Want More Information?
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Eaton, Sarah Elaine, and Julia Christensen Hughes. Academic Integrity in Canada: An Enduring and Essential Challenge. 1st ed. 2022. vol. 1. Cham: Springer Nature, 2022. Web.
- The Plagiarism Handbook: Strategies for Preventing, Detecting, and Dealing with Plagiarism. Robert A. Harris: PN 167 H37 2001.
- A Handbook for Deterring Plagiarism in Higher Education. Jude Carroll: PN 167 C38 2002.
- Avoiding Plagiarism: A Guide for ESL Students. Tania Pattison: PN 167 P38 2002.
- The Student Development Center offers workshops on Academic Integrity and can work with students to better understand what Academic Integrity is and how to avoid Academic Misconduct. Information available at
- Brock Academic Integrity Information
