Academic Integrity

If there is a concern about the originality or completion of your work, you may be asked to explain your process and provide drafts, notes, sources, or other information showing how the work was created.

An academic-integrity concern may result in an academic action by the instructor, such as reduced or no credit on the affected work. It may also be referred to the Dean of Students Office for review under the Standards of Student Conduct. Academic actions and student-conduct sanctions are separate processes, and the response will depend on the circumstances, course requirements, and applicable college and district policies.

Review the following District policies and procedures for additional information:

• KCCD Board Policy 5500: Standards of Student Conduct
• KCCD Administrative Procedure 5500: Standards of Student Conduct
• KCCD Administrative Procedure 5520: Student Discipline Procedures

Academic integrity is about more than avoiding consequences. It is about learning, building trust, and taking pride in what you accomplish. Your work should represent you.

Academic dishonesty includes attempting to gain an unfair academic advantage, helping another person do so, or submitting work that does not honestly represent a student’s own knowledge and effort. Examples include, but are not limited to, the following:

Cheating and Unauthorized Assistance

• Receiving information or answers from another person during an examination.
• Providing information or answers to another student during an examination.
• Sharing answers to a take-home examination unless the instructor has specifically authorized collaboration.
• Using unauthorized notes, websites, electronic devices, applications, generative AI, or other resources during an assignment or examination.
• Allowing another student to copy your work.
• Copying another student’s work.
• Taking an examination or completing an assignment for another student.
• Having another person take an examination or complete an assignment on your behalf.

Plagiarism and Misrepresentation of Work

• Submitting another person’s words, ideas, images, code, data, or other work as your own.
• Failing to properly quote, cite, or acknowledge material obtained from another source.
• Submitting artificially generated content as your own or using generative AI in a way that is not permitted by the instructor.
• Having another person, company, online service, or AI tool research, write, revise, or complete assigned work without the instructor’s authorization.
• Submitting all or part of the same work for credit in more than one course without first receiving permission from all instructors involved.

Fabrication, Falsification, and Record Tampering

• Inventing, misreporting, or altering data, research findings, laboratory results, citations, sources, or other academic information.
• Altering a graded examination or assignment and resubmitting it for additional credit.
• Forging or altering attendance records, grade-change documents, or other academic records.
• Stealing, attempting to steal, or obtaining an examination or answer key without authorization.
• Stealing, altering, or attempting to change official academic records.

Interference with the Work of Others

• Intentionally interfering with another student’s or faculty member’s academic performance.
• Altering or contaminating laboratory samples or materials.
• Tampering with musical, athletic, technical, or instructional equipment.
• Creating an intentional disruption designed to prevent another person from completing or evaluating academic work.

Collusion

• Collusion occurs when a student knowingly or intentionally helps another person engage in academic dishonesty. A student may be held responsible even if the student did not personally receive the academic benefit.

For the District’s official definitions of plagiarism and cheating, review KCCD Administrative Procedure 5500: Standards of Student Conduct.

Student Responsibilities

Students share responsibility for maintaining an honest, fair, and supportive academic environment. Students are expected to:

1. Complete their work honestly and follow the academic-integrity expectations established in the course syllabus and assignment instructions.
2. Avoid participating in, encouraging, or helping another person engage in academic dishonesty.
3. Report observed or suspected academic dishonesty to the instructor or the Dean of Students Office.

Students who are unsure whether a resource, technology, collaboration, or form of assistance is permitted should ask their instructor before completing or submitting the assignment.

Instructor Responsibilities and Academic Actions

Faculty members share responsibility for maintaining academic integrity and ensuring that grades accurately reflect each student’s knowledge, skills, and achievement of course learning objectives. Clear expectations and consistent responses help protect students who complete their work honestly.

Faculty members are expected to:

1. Clearly explain academic-integrity expectations, including course rules regarding collaboration, outside assistance, source citation, and the use of generative AI.
2. Design and administer assignments and examinations in ways that encourage original work and reduce opportunities for academic dishonesty.
3. Address suspected academic-integrity violations promptly, fairly, and consistently.
4. Speak with the student about the concern, review the available information, and provide the student an opportunity to respond.
5. Report suspected violations to the Dean of Students Office.

Academic Actions Available to Faculty

After discussing the concern with the student and reviewing the available information, an instructor may take one or more of the following academic actions, consistent with the course syllabus and applicable college and district policies:

1. Provide a verbal warning, particularly when there is reasonable doubt that the student understood that the conduct violated academic-integrity expectations.
2. Assign zero points or reduce the points awarded for all or part of the affected assignment, paper, project, or examination.
3. Allow or require the student to repeat the assignment when appropriate.
4. Apply another academic response established by the faculty member or academic department that is consistent with applicable policies and grading requirements.

An instructor may assign an F to a specific assignment or examination affected by cheating or plagiarism. However, an instructor may not automatically assign an F for the entire course based solely on misconduct involving one assignment. The final course grade must reflect the student’s evaluated performance and demonstrated achievement of the course objectives.

For additional guidance, review the California Community Colleges Chancellor’s Office Legal Opinion 07-12: Assigning Incomplete or Failing Grades for Cheating.

Faculty must report suspected academic-integrity violations to the Dean of Students Office using the online Academic Integrity Reporting Intake Form, even when the faculty member has already addressed the matter academically.

Reporting allows the Dean of Students Office to provide the student with appropriate due process, determine whether the Standards of Student Conduct were violated, identify repeated concerns, and assign educational or disciplinary sanctions when appropriate.

The following additional syllabus statements regarding AI and ChatGPT are written in the instructor's voice and may be altered to best suit the course and the needs of the faculty.

Example 1a - Some Use

During our class, we may use AI Writing tools such as ChatGPT. You will be informed as to when, where, and how these tools are permitted to be used, along with guidance for attribution. Any use outside of this permission constitutes a violation of the Standards of Student Conduct (KCCD Board Policy 5500).

Example 1b - Some Use

BC recognizes that a variety of generative artificial intelligence programs are available to assist writers. Generative artificial intelligence programs are not a replacement for human creativity, originality, and critical thinking. Writing is a craft that each student must develop over time to develop their own individual voice as a writer. However, in limited circumstances and with proper attribution, generative artificial intelligence programs may be used as tools.

Example 2 - All Use

Generative artificial intelligence tools such as ChatGPT are welcome in this class, provided students attribute or cite the tool and explain when and how they use it. You will be provided with examples of how to cite your use of generative artificial intelligence in your writing.

Example 3 - No Use
Generative artificial intelligence tools are not permitted for any stage or phase of work in this class. If you use these tools, your actions would be considered in violation of the academic integrity of the Standards of Student Conduct  (KCCD Board Policy 5500).

Example of Attribution Language
“The author generated this text in part with GPT-3, OpenAI’s large-scale language-generation model. Upon generating draft language, the author reviewed, edited, and revised the language to their own liking and takes ultimate responsibility for the content of this publication.”

The Bakersfield College Library created the Research Survival Skills video series to help students understand the expectations of college-level research. Faculty members from several disciplines share practical guidance about conducting research, using sources responsibly, and succeeding in college.

Although the series was originally developed for high school students preparing to attend Bakersfield College, the information is also valuable for current BC students. Faculty members may share these resources in their course materials.

• BC Research Survival Skills
• What Is Plagiarism?
• Academic Integrity Terms to Know
• Avoiding Plagiarism

Students may have preferences for how they receive or review information. For example, one student may enjoy diagrams, while another may prefer listening to an explanation or practicing a skill. However, these preferences should not be treated as fixed “learning styles” that determine how someone can learn.

Research has not found sufficient evidence that students learn better when instruction is matched to a label such as visual, auditory, or kinesthetic learner. Effective learning usually depends more on the subject, the task, the study strategy, and the opportunities a student has to practice and receive feedback. For example, diagrams may be helpful when studying anatomy, listening may be important when learning pronunciation, and hands-on practice may be necessary in a laboratory. The best approach is often to use several methods and select the ones that fit what you are learning.

What Do Learning-Preference Scores Mean?

If you completed a learning-style or learning-preference questionnaire, consider the results a reflection of what you currently enjoy or find comfortable, not a diagnosis or limit on your abilities. The results may help you explore different study methods, but they do not prove that you can learn only through one format. Preferences may also change depending on the course, instructor, assignment, or subject.

Strategies Supported by Learning Research

Rather than relying on one preferred style, try several evidence-based strategies:

• Practice retrieving information. Close your notes and try to explain, write, or answer questions about what you learned.
• Space out your studying. Study across several shorter sessions instead of relying on one long session immediately before an examination.
• Use more than one format. Combine reading, diagrams, discussion, examples, writing, and hands-on practice when appropriate.
• Explain ideas in your own words. Describe the concept as if you were teaching it to another person.
• Connect new information to prior knowledge. Ask how a new idea relates to something you already understand.
• Practice the skill you will be expected to demonstrate. If an examination requires written responses, practice recalling and writing answers without immediately looking at your notes.
• Check your understanding. Use practice questions, request feedback, attend tutoring, or meet with your instructor.
• Adjust your approach. If a study method is not helping you remember or apply the material, try a different strategy.

Becoming a flexible learner gives you more options—not fewer. The goal is not to place yourself into a category, but to develop a range of strategies that you can use in different courses and learning situations.

Academic Integrity Educational Assignment #1

Purpose
This assignment is intended to strengthen your understanding of academic integrity, plagiarism, and the choices students can make to protect the honesty of their work. The goal is to help you reflect on the concern, understand Bakersfield College’s expectations, and apply what you learn to future coursework.

Instructions

• Respond to each question with a complete paragraph written in your own words.
• This is an open-resource assignment. You may review this Academic Integrity webpage, course materials, and KCCD Administrative Procedure 5500: Standards of Student Conduct.
• Properly identify or cite any words, ideas, or information obtained from another source.
• Do not use generative AI to write, rewrite, or complete your responses unless you have received written permission from the Dean of Students Office.
• Submit all responses as one Microsoft Word or PDF file using the submission method and deadline provided by the Dean of Students Office.
• Include your name, student identification number, signature, and date.

You may be asked to revise and resubmit all or part of the assignment if your responses are incomplete, do not follow the instructions, or do not demonstrate an adequate understanding of academic integrity.

Questions

1. In your own words, what is academic integrity, and why is it important to the learning environment at Bakersfield College?
2. Identify and explain at least three types of academic-integrity violations. Provide an example of each violation.
3. According to KCCD policies, what academic actions or student-conduct sanctions may result from an academic-integrity violation? Explain the difference between an academic action assigned by an instructor and a conduct sanction assigned through the student-conduct process.
4. What is plagiarism? Explain how plagiarism can occur intentionally or unintentionally.
5. What should you do if you are uncertain whether collaboration, outside assistance, technology, generative AI, or another resource is permitted for an assignment?
6. Explain how the unauthorized use of generative AI could constitute plagiarism, cheating, unauthorized assistance, or fabrication.
7. Identify at least three actions you can take to avoid plagiarism and other academic-integrity concerns. Explain how you will apply these practices to your future coursework.

Academic Integrity Educational Assignment #2

Purpose

This assignment provides an opportunity to review Bakersfield College’s academic-integrity expectations and reflect on how they apply to your education.

Instructions

Read this Academic Integrity webpage and KCCD Administrative Procedure 5500: Standards of Student Conduct. Then:

• Answer each question in two or three complete sentences.
• Write each response in your own words.
• Identify or cite any information taken from another source.
• Do not use generative AI to write or revise your responses unless you have received written permission from the Dean of Students Office.
• Submit your responses as one Microsoft Word or PDF file using the submission method and deadline provided by the Dean of Students Office.

You may be asked to revise and resubmit the assignment if your responses are incomplete, do not follow the instructions, or do not demonstrate an adequate understanding of academic integrity.

Questions

1. What is academic integrity, and why is it important at Bakersfield College?
2. Identify and briefly explain at least three examples of academic dishonesty. At least one example should address the unauthorized use of generative AI.
3. In your own words, summarize KCCD’s expectations regarding plagiarism, cheating, and other forms of academic dishonesty.
4. What academic actions or student-conduct sanctions may result from an academic-integrity violation?
5. Where can students find official information about Bakersfield College and KCCD academic-integrity policies? What should a student do if they are unsure whether a resource, collaboration, or technology is permitted?
6. Why is it in your best interest to make a personal commitment to academic integrity? Describe how that commitment can support your education and future goals.

• Zirkel, P. A. (2010). A Study of Self-Plagiarism. Inside Higher Ed, December 3, 2010
• Jaschik, S. (2010). Finding Applicants Who Plagiarize. Inside Higher Ed, June 23, 2010
• Montgomery, C. (2010). Are You Part of Generation Plagiarism? The New York Times, August 3, 2010
• Gabriel, T. (2010). Plagiarism Lines Blur for Students in the Digital Age. The New York Times, August 1, 2010