Supporting Student Success

Academic integrity is fundamental to our mission and preparing students to solve the world's great challenges by helping them develop the ethical foundation they'll need throughout their professional careers.

S&T's Collaborative Culture

Our students demonstrate exceptional collaborative learning skills. This collaborative strength is an asset that requires clear guidance about appropriate boundaries. S&T students often approach technology tools and collaborative work differently than students at other institutions, reflecting our STEM culture where computational aids and teamwork are professional necessities.

Academic integrity in STEM contexts means distinguishing between:

  • Beneficial collaborative learning vs. inappropriate sharing of work
  • Professional AI tool use vs. replacement of learning objectives
  • Peer support vs. academic dependence

Reporting Academic Integrity

Our commitment to student development and the value of an S&T degree. 

SUBMIT A REPORT 
  • 200.010 Standard of Conduct - Conduct standards for students that promote mutual respect and professional interaction within the university community
  • 200.020 Rules of Procedures - Formal conduct process that balances accountability with opportunities for student learning and growth 
  • S&T Honor Code - Student created code emphasizing individual integrity, academic honesty, and mutual respect
  • S&T Values - Missouri S&T's core values of integrity, creativity, and lifelong success guide our expectations for student conduct and academic honesty

When faculty report concerns, they:

Support Student Growth: Early intervention allows us to correct concerns going forward and to connect students with resources and support before patterns develop, helping them cultivate the professional skills they'll need throughout their careers.

Preserve Degree Value: Consistent standards ensure that S&T graduates are recognized for their competence and integrity, maintaining the reputation that makes an S&T degree so valuable.

Fulfill Professional Responsibility: University policy expects faculty to report academic integrity concerns. As educators preparing future STEM professionals, it models the ethical standards students will be expected to uphold.

Enable Holistic Support: Reporting allows the Dean of Students Office to identify and connect students who may benefit from additional academic support, time management coaching, or other resources that address underlying challenges.

Resources

Below are resources to promote a culture of academic integrity in your classroom, steps to take if a concern arises, policy references, and resources to support student development. 
  • State specific expectations for assignments, including acceptable collaboration levels and tool use
  • Specify AI/computational tool use expectations by assignment type
  • Link academic integrity requirements to professional engineering ethics standards
  • Explain how integrity skills prepare students for career success
  • Define collaboration boundaries for homework, labs, and group projects

Include clear academic integrity information in your syllabus:

  • Course-specific expectations for assignments, collaboration, and use of artificial intelligence  
  • Define where assignments fit on the GAI Guidelines and the recommended Syllabus Information 
  • Reminder of the Standard of Conduct and S&T Honor Code 
  • Your role in supporting student development through the reporting process
  • Links to campus support resources
  • Create engaging assignments where students want to do their own thinking
  • Design assessments that test understanding regardless of AI or computational tools used
  • Include policies about re-grading and re-submission of assignments
  • Use plagiarism detection tools when appropriate, but explain their purpose as learning aids while being mindful of false positives 
  • Remind students early and often about upcoming assessments and available resources
  • Direct students to support services: Writing Center, Student Success Center, tutoring services, advising  
  • Design assignments that leverage collaborative learning while maintaining individual accountability
  • Use multiple exam versions and avoid reusing old exams
  • Consider integrity commitments that students sign and discuss

Purpose: These conversation frameworks are designed to help faculty approach academic integrity discussions as opportunities for student development. The goal is to foster growth mindset thinking while maintaining academic standards and addressing policy requirements.

Core Approach: Consider framing these conversations around the professional skills and ethical reasoning students will need in their chosen STEM career. By connecting academic integrity to professional development, you help students understand that these conversations are investments in their future success, not just policy enforcement.

Scenario 1: Suspected Plagiarism

Opening: [Student's name], thanks for coming to office hours. I wanted to talk with you about your recent paper because I care about your success in this course and want to help you thrive as a learner. I noticed some sections that seem quite different from your usual writing style, and I'm curious about your process. Can you walk me through how you approached the research and writing for this assignment?

Scenario 2: Possible Collaboration Issue

Opening: [Student's name], I've reviewed the homework submissions and noticed some very similar solutions between your work and a few classmates. As someone committed to helping you develop the problem-solving skills that you'll need in your career, I want to understand your approach. Can you help me understand how you worked through these problems? What resources did you use, and did you discuss the assignment with anyone?

Scenario 3: Multiple Students - Coordinated Cheating

Individual Meetings: [Student's name], I'm meeting with several students individually because I identified some concerning similarities in recent submissions. Before drawing any conclusions, I want to understand your individual perspective and support your success. Can you describe your approach to this assignment and any discussions or collaborations you had with classmates?

Scenario 4: Artificial Intelligence Tool Use/AI Boundary Confusion

Opening: [Student's name], I wanted to talk with you about your recent assignment because I care about your success in this course. I noticed some work that seems to go beyond what I'd expect from the tools and resources we discussed. Can you walk me through your process and what resources you used to complete this assignment?

During Discussion: I understand you used [computational tool/AI/software] - that collaborative, tool-oriented approach actually reflects one of S&T's strengths that we see in our student engagement data. However, there's an important distinction between using tools to enhance your learning versus using them to replace the learning process I'm trying to assess.

After Any Academic Integrity Discussion

Once you've gathered information and understood the student's perspective:

Address the Concern Directly: Based on our conversation, I have concerns about academic integrity that we need to address. This doesn't change my confidence in your ability to succeed. Everyone encounters challenges in their academic journey - what matters is how we learn and grow from them.

Explain Your Role: My role is to evaluate the academic merit of your work, and I'll need to assign a grade that reflects my assessment. As part of my role, I’m expected by policy to report this to the Dean of Students Office - not as punishment, but because they have resources and expertise to support your growth and learning. Every faculty member follows the same process.

Frame as Learning Opportunity: This is an opportunity to develop the [ethical decision-making/professional judgment/integrity] skills that will define your success in your chosen field. Whether you're heading into industry, research or graduate studies, you'll need to understand [appropriate attribution/collaboration boundaries/tool usage/research ethics/etc.]. 

Connect to Resources: Let's talk about resources that can help you develop stronger [research and writing/problem-solving/professional judgment] skills moving forward, like the Writing Center and Student Success Center. How can I help get you connected?

Reinforce Support: Our institution is committed to empowering every student to thrive, and that includes learning from challenges like this one.

Artificial Intelligence

Using AI tools like ChatGPT in coursework requires instructor approval to align with Missouri S&T’s academic integrity policies. Unauthorized use may violate university regulations and be considered plagiarism. To maintain academic honesty, students should clarify AI usage guidelines with their instructors before applying these tools.

Artificial Intelligence (AI)
CAFE Generative AI (GAI) Guidelines

Types of Academic Dishonesty

  • Cheating
  • Plagiarism
  • Sabotage
  • Unauthorized use of artificially generated content

Cheating

Cheating includes but is not limited to:

  1. use of any unauthorized assistance in taking quizzes, tests, examinations or other assessments;
  2. dependence upon the aid of sources beyond those authorized by the instructor in writing papers, preparing reports, solving problems, or carrying out other assignments; 
  3. acquisition or possession without permission of tests or other academic material belonging to a member of the University faculty or staff; or
  4. knowingly providing any unauthorized assistance to another student on quizzes, tests, examinations, or other assessments.

Plagiarism

Plagiarism includes, but is not limited to:

  1. use by paraphrase or direct quotation of the published work of another source without properly crediting the author with footnotes, citations or bibliographical reference;
  2. unacknowledged use of materials prepared by another person or agency engaged in the selling of term papers or other academic materials; or
  3. unacknowledged use of original work/material that has been produced through collaboration with others without release in writing from collaborators.

 

Sabotage

Sabotage includes, but is not limited to, the unauthorized interference with, modification of, or destruction of the work or intellectual property of another member of the University community.

Unauthorized use of artificially generated content

The term unauthorized use of artificially generated content, includes, but is not limited to

  1. use of artificial intelligence tools or other tools that generate artificial content in taking quizzes, tests, examinations, or other assessments without permission from the instructor;
  2. submitting work for evaluation as one’s own that was produced in material or substantial part through use of artificial intelligence tools or other tools that generate artificial content without permission from the instructor;
  3. using artificial intelligence tools or other tools that generate artificial content in a manner contrary to instructions from the instructor; or
  4. using artificial intelligence tools or other tools that generate artificial content in a manner that violates any other provision of these rules concerning academic dishonesty.

Use of commonly available tools such as spelling or grammar checking software or features of software that propose anticipated words or phrases while text is being written will not be considered unauthorized use of artificially generated content unless such use is contrary to instructions from the instructor.

Sanctions

The following is a list of possible sanctions, for which more than one can be assigned for a single violation.

  • Warning
  • Probation
  • Loss of Privileges
  • Discretionary Sanctions
  • University Dismissal
  • University Suspension
  • University Expulsion

Warning

A notice in writing to the student that the student violated institutional regulations.

Probation

A written reprimand for a designated period of time and includes the probability of more severe sanctions if other instances of academic dishonesty are discovered.

Loss of Privileges

Denial of specified privileges for a designated period of time.

Discretionary Sanctions

Work assignments, service to the university, or other related discretionary assignments.

University Dismissal

An involuntary separation of the student from the University that is less than permanent in nature and does not imply or state a minimum separation time.

University Suspension

Separation of the student from the University for a definite period of time, after which the student is eligible to return. Conditions for readmission may be specified. 

University Expulsion

Permanent separation of the student from the University.

The Dean of Students Office is available to consult with instructors regarding academic integrity concerns.