"Academic Integrity is defined as "honest and responsible scholarship" (University of Oklahoma, 2018), and is further characterized by the five values designated by the International Center for Academic Integrity: "honesty, trust, fairness, respect, and responsibility" (International Center for Academic Integrity, 2014, p. 16). Nazareth University shares the Center's preference for an academic, supportive, and promotive approach to academic integrity rather than one focused mainly on violation detection and disciplinary consequence.

Nazareth recognizes the interdependence among these five values. Trust of instructors follows fair treatment of students. Trust among scholars at all levels depends on honesty. And respect is earned when we hold ourselves as responsible as we expect others to hold themselves. In these ways, academic freedom is earned with academic integrity.

In addition to modeling academic integrity, it is often the responsibility of faculty to teach students the importance of academic honesty as well as the procedures for recognizing the work of others. So informed, students are then responsible for holding themselves to the same standards. Course instructors are familiar with their students, with their own disciplines’ conventions, and with their own coverage of those conventions at any given point in the semester. Therefore, instructors are best situated initially to assess the nature and extent of violations of academically honest practice. This begins with distinguishing errors due to insufficient education on the one hand, and deliberate violations on the other.


  • The first step following an instructor’s detection of a possible violation is to meet with the student to mutually share information. As a general guideline, if the instructor believes that an error was made due to a student’s lack of information, then an educational solution is probably indicated.
  • If the instructor suspects a case of deliberate academic dishonesty, then a response may take the form of some combination of educational and disciplinary consequence. Both success and deficiency in honest scholarship may be due to numerous variables, which may include the developmental level of the student, language, cultural familiarity, the extent of course coverage of academic integrity, evidence of planning, and/or exploitation of others.
  • As the seriousness, extent, and deliberate nature of offenses increase, so does the weight of Nazareth’s expectation for (a) including others (Chair/Associate Dean, Program Director, Dean, AVPAA, VPAA) in the matter, and (b) reporting the matter to the Associate VPAA to facilitate record-keeping.