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Active engagement in your courses and doing your own work is fundamental to your learning. You will learn the subject matter more effectively and cultivate additional soft skills and qualities such as honesty, responsibility, and resiliency. These are the building blocks of your personal and professional reputation and valuable assets for your future career goals. Integrity is one of UBC’s core values and approaching your work with integrity is the right thing to do.

When you joined UBC, you agreed to the Student Declaration and Responsibility (Vancouver; Okanagan), which includes meeting the Expectations of Academic Integrity (Vancouver; Okanagan). Breaching academic integrity policies at UBC can have significant consequences, such as a course mark of zero or a suspension.

Instructors are free to set their own guidelines and expectations for the use of GenAI in their courses. Always consult your instructor and the course syllabus to determine if and how you may use GenAI in each course. Failure to abide by your instructor’s guidelines and expectations may be considered academic misconduct.

The UBC GenAI website provides guidance around the use of generative artificial intelligence tools at UBC. Additional information about GenAI and academic integrity can be found on our website here. 

Your work should be completed independently, unless your instructor has explicitly allowed for collaboration. Using or participating in unauthorized collaborative work is a form of cheating (academic misconduct).

It is important to understand when and how you are allowed to collaborate with others. Check with your instructor, as the bounds of acceptable collaboration may vary with each assignment. For example, an instructor might choose to allow classmates to receive feedback from each other on one assignment, but not direct edits or assistance from other sources (friends, family members, tutors etc.). On another assignment, such as a take-home exam or online quiz, the instructor might expect the work to be completed entirely independently.

Any time you collaborate with someone else, don’t forget to cite their contributions!

Any time you are using information (ideas, words, etc.) that is not yours, you must cite it or reference where it came from.

You must cite your source even if:

• You have rewritten someone else’s idea into your own words.
• You are submitting draft work.
• The information is in a non-text format, such as an image, video, or sound.
• You are giving an oral presentation.

One exception is common knowledge, which does not have to be cited. This is information that an educated reader would accept as true without the need for further validation. Make sure you are aware of what is considered common knowledge, as this varies between contexts and disciplines. When in doubt, cite!

You may also be expected to cite your use of generative AI tools. Follow the guidance of your instructor and the reference style you are using.

For more help with citations, consult the UBC Library Citation Guide and these helpful resources from the Chapman Learning Commons. Information about citations in oral presentations is also available through the Precedents Archive for Scholarly Speaking.

If an exam is “open-book,” follow the exam instructions about what resources you are allowed to use. “Open-book” does not mean you can use any and all resources. Some open-book exams permit course notes only, while others allow the use of other resources specified by your instructor (such as textbooks and/or the internet). It is important that you clarify exactly which resources are permitted and ask your instructor if you are unsure. Using unauthorized resources during an “open-book” exam is considered academic misconduct.

Students at UBC are expected to maintain academic integrity in all academic work. Even if your instructor does not provide academic integrity guidelines, you are still expected to adhere to UBC’s Expectations of Academic Integrity (Vancouver; Okanagan). If you are confused about whether something constitutes academic misconduct, ask your instructor! You can also consult the Academic Calendar (Vancouver; Okanagan) for the definition and examples of academic misconduct.

Academic integrity guidelines will usually cover expectations and instructions for the course, including rules around citation, acceptable resources, use of GenAI tools, and collaboration. As a best practice, ask your instructor if anything is unclear.

Academic misconduct includes “any conduct by which a student gains or attempts to gain an unfair academic advantage or benefit thereby compromising the integrity of the academic process, or helping or attempting to help another person commit an act of academic misconduct or gain, or attempt to gain, an unfair academic advantage” (UBC Academic Calendar: Vancouver; Okanagan). The Academic Calendar also provides examples of different types of academic misconduct.   

Individual instructors may specify what is permitted in their courses and what is not (for example, working in groups versus working individually). Be sure to read the syllabus and any assessment instructions for each of your courses, and only use resources that have been specifically permitted by the instructor. Use or facilitation of a means to complete your coursework or an examination that has not been authorized by your instructor is academic misconduct. 

Ask your instructor when unsure of your course rules and guidelines.

Let your instructor know right away. Be sure to share the facts: what you saw and heard. If your peers share with you that they think others are cheating, encourage them to talk to the instructor directly. You may also want to tell your teaching assistant. In that case, it is a good idea to also tell your instructor.

Part of maintaining academic integrity is understanding that grades should be a fair and honest assessment of students’ learning. Sometimes, this means accepting that your grade on a particular assignment may not be as high as you’d like, and focusing your efforts on doing better next time. 

Students may feel more inclined to cheat when things feel stressful and unmanageable. If you’re thinking about cheating, reach out for help and explore your options. This can include talking to your instructor to ask for an extension for an assignment, accepting a grade reduction for late submissions, reaching out to UBC resources for academic help, or accessing any other resource that can contribute to your health and wellbeing.

Make sure you understand the allegation. When you are given the opportunity to respond, be clear about the facts and explain any extenuating circumstances you believe are relevant. Your instructor will have to follow the academic misconduct process. If you are not sure about what that process entails for you or your options, ask your instructor directly. You may also reach out to campus resources for support. In particular, students may wish to make an appointment with student advocates (Vancouver: AMS Advocacy, GSS Peer Support; Okanagan: SUO Advocacy) and/or the Ombuds Office for Students.

All students are encouraged to be truthful when faced with an allegation of academic misconduct. It is an opportunity to demonstrate honesty, responsibility and courage, which are fundamental values of academic integrity. Take some time to reflect and be open to the possibility that you may have unintentionally or unknowingly breached academic integrity standards.

Potential outcomes might vary depending on whether a student has admitted or denied an academic misconduct allegation. For example, the diversionary process is not available in cases where a student denies academic misconduct.

It is important to understand the academic misconduct process and the various pathways available to you. While an instructor, department or Dean’s Office can encourage you to be honest, they should not coerce you into admitting to misconduct. If you need support navigating the policy or feel unfairly treated by the university, you can reach out to the Office of the Ombudsperson for Students, AMS Advocacy (Vancouver) or SUO Advocacy (Okanagan).

You may receive an email containing an allegation of misconduct.

Read the email carefully. The email may contain key information such as the academic assessment under review (a midterm, a lab report, a paper) and evidence or irregularities found so far. 

Make sure you understand the email. Take note of any other evidence, information or circumstances you think will help clarify the allegation.

Be sure to reply to the email within the suggested timeline to confirm receipt of the email and the meeting date, time, and place. 

If you feel you need support during the meeting, you may ask the instructor if you can bring someone with you. You may choose a friend, a student advocate (AMS Advocacy; SUO Advocacy), an academic advisor, a family member, etc. Keep in mind you will be expected to speak for yourself. 

The purpose of the meeting is to give you the opportunity to learn about and respond to the allegation. This can mean sharing any context and circumstances that may have impacted your behaviour or decisions. During the meeting, be sure to listen carefully to your instructor/Dean so the discussion is clear and fruitful for both of you. Be sure to ask any questions you may have.  

If you need help during this process, there is a wide range of resources and support available. You may also wish to consult the Academic Misconduct toolkits created by the Office of the Ombudsperson for Students.

If the Dean’s Office concludes that you have engaged in academic misconduct, the Dean may either: 

1. Enter into an Integrity Plan with you (provided your case is eligible for the diversionary option);
2. Give you a written warning; or 
3. Refer the matter to the President’s Advisory Committee for Student Discipline. 

Click here for more information about the academic misconduct process. 

You do not have to go through this process alone. There are many supports available to help you. 

Some, but not all, cases of academic misconduct will result in a transcript notation. You may receive a notation of academic misconduct imposed by the PACSD or through an Integrity Plan. If you receive a transcript notation of academic misconduct, you will be notified and told whether and how it will be possible to remove the notation in the future.

If the notation was applied as part of a disciplinary proceeding at the PACSD, additional information regarding removal can be found on the Office of the University Counsel website.

If a transcript notation of academic misconduct was applied as an outcome in an Integrity Plan, instructions for removal will be contained in your Integrity Plan.

Enrolment Services Advisors (UBC Vancouver; UBC Okanagan) may also be able to provide more information.

Instructors are a student’s primary source for learning about academic integrity. Instructors should clearly define all expectations and guidelines in their courses. An academic integrity syllabus statement that you discuss in class is a useful way to do this. In the statement, tell your students why academic integrity matters, what learning with integrity looks like, provide examples of academic integrity breaches, communicate how cases of suspected misconduct will be addressed, and include relevant information and resources. An example syllabus statement can be found here. For generative AI syllabus language, click here.

Beyond the syllabus statement, instructors can design their courses with academic integrity in mind and reinforce concepts and skills throughout the course. Practical tips, tools and best practices can be found here. Learning materials and Canvas courses are also available, or you can invite academic integrity staff to deliver a presentation or workshop to your students.

The UBC GenAI website provides guidance around the use of generative artificial intelligence tools at UBC. Additional information about GenAI and academic integrity, including an FAQ and flowchart, is available on our webpage. For information on UBC’s decision not to enable Turnitin’s AI detection feature, click here.

There are many reasons why a student may not be meeting academic integrity expectations. While not an excuse for academic misconduct, it is important to recognize that some students may be lacking the skills and knowledge necessary to do their work to the required standard. Regardless of course level, students have varied experiences of and expertise in matters of academic integrity. Many students may also be struggling to manage stress, anxiety or other aspects of their health and wellbeing.

There are many resources available for students who require extra help with issues related to academic integrity. This website provides general information about learning with integrity, answers some frequently asked questions, and offers a number of Canvas learning modules and academic integrity workshops. You might also consider connecting students with campus-specific educational and wellbeing supports.

Instructors and TAs are usually the first to witness, suspect or receive allegations of academic misconduct. Instructors should be aware of and review their department and/or faculty procedure for managing academic misconduct allegations. This might include specific procedures for investigating, reporting and corresponding with students, such as using recommended templates. Instructors should also consult the Academic Calendar (Vancouver; Okanagan) for the definition and examples of academic misconduct. If an instructor concludes that academic misconduct has occurred, they must report it according to their faculty’s procedure.

For questions about reporting academic misconduct, please contact your departmental delegate (usually the Associate Head) or your Dean’s Office contact.

The Academic Calendar states that academic misconduct must be reported (Vancouver; Okanagan). Reporting keeps things fair for everyone. The Calendar (Vancouver; Okanagan) also defines academic misconduct and provides examples (Vancouver; Okanagan).

Instructors can report academic misconduct by contacting their departmental delegate (usually, the Associate Head) and/or Dean’s Office. Reporting procedure may vary between Faculties. Faculty academic integrity contacts can be found here.

The Office of the University Counsel prepares an annual report containing summaries of student discipline cases. Reviewing these cases can offer a sense of what type of disciplinary action the President has determined for different forms of academic misconduct in the past.

Note that student discipline may only be imposed by UBC’s President, and is distinguishable from academic misconduct cases resolved through an Integrity Plan or Warning Letter. The latter forms of resolution are not included in the summaries of student discipline. Examples of outcomes that may be included in an Integrity Plan can be found in section 6.5 of the Academic Calendar (Vancouver; Okanagan).

Discipline for academic misconduct may only be imposed by the UBC President pursuant to section 61 of the University Act. Consequences for academic misconduct may also be applied by the Dean’s Office through an Integrity Plan or as a Warning Letter.

Instructors may, however, reevaluate the academic merit of the work at issue, taking into consideration the results of any review around the academic misconduct allegation. This might include asking the student to redo the work, to do supplementary work, or assigning a reduced grade for the work (up to zero on the assignment in question). This reevaluation must be focused on the academic merit of the work and should not be disciplinary. See section 4.7 of the Academic Calendar (Vancouver; Okanagan).

Students can only be referred to the diversionary process by the Dean’s Office.