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Academic integrity and the Honor Code

The Augustana College Honor Code, including links to definitions of and statements on infractions, the Honor Pledge and composition of the Honor Council, and reporting forms, is available here: www.augustana.edu/academics/honor-code

The code cites the need for honor and integrity in carrying out the college mission of “offering a challenging education that develops mind, spirit and body,” concluding  that “the Honor Code holds each individual accountable to the community of Augustana College.” Every member of the Augustana community has the obligation to report violations of the Honor Code to the Honor Council. Upon or prior to entering Augustana College, students will sign the following Honor Pledge stating that they understand and support the Honor Code.

At this moment in 2025, the code does not directly address generative AI, but CELTS has worked with the Academic Integrity Coordinator and Associate Dean to create further guidance for instructors.

Helpful hints and FAQs

Do I have to report a violation?

Yes. If you believe that a student has violated the Honor Code, you should report it. Call or email Patrick Crawford, Academic Integrity Coordinator, or Greg Domski, Associate Dean. They can check whether a student already has a minor first violation on file and give you advice based on the situation. 

Where can I find the reporting forms? 

Forms are on the same page as the Honor Code.

Should I tell the student I am reporting a violation? 

Yes. You should have a face-to-face conversation with the student to explain the violation and the grade of “ ” on the work. If students do not respond to your invitations to discuss the matter, you can inform them via email that you are reporting a violation of the Honor Code. In speaking with students, try not to lead with accusations when you suspect a violation; instead begin conversation with a student with questions. What part of writing the paper was most challenging?  How did you end up coming to this idea [pinpoint one]?  What was the most surprising thing that they learned on this assignment?  How did you develop your work over time and can you show me how that looked?  Lance Eaton of AI+Education=Simplified has great questions and advice for how faculty should approach these conversations with students regarding potential generative AI misuse. See more guidance for how to approach these conversations.

How much information should I provide with the violation form? 

Provide as much information as possible. Copies of the assignment/exam/quiz are very useful, as is a brief explanation of the situation and how the student responded in your conversation about the violation. Try to report violations as quickly as you can within the term or within one week of finishing a term. 

Where do I send the completed form?

Send forms and related materials through campus mail or email to Greg Domski, Associate Dean, Bahls Center. 

Do I need to attend the case hearing? 

No. A member of the Honor Council will contact you to discuss the violation as they investigate the case. You need not attend the hearing.

Are there resources to help students prevent academic integrity violations?

Yes! We truly see this as part of our role as educators. 

Some starting points: 

  • Your syllabi: Be sure to include the Honor Code statement noted on the syllabus checklist. Beyond that, be clear on your expectations in terms of them asking you about citations, when and to what extent their work is expected to be completed individually, etc. The clearer you can spell out grading criteria and how work will be evaluated, the better students can—and will—meet those expectations honestly.
  • Be sure to include citation expectations and where they can go for help if you allow AI use.  Pull this learning into the class when possible.  Teaching students how to cite helps reduce anxiety over use.
  • See and refer students to the Library’s and Reading/Writing Center’s resources: On the Library’s web page, there is a wealth of information on Citing Sources for all fields. Encourage students to visit the campus Reading/Writing Center for help. Trained peer tutors are available to talk to students about their concerns and help them become effective writers.
  • Use all your resources: Hazards for academic integrity can vary by level and type of course, level of student, and type of assignment. Talk to colleagues as you’re developing assignments, use the Center for Engaged Learning, Teaching, and Scholarship (CELTS), contact the Reading/Writing Center, members of the Honor Council – we can learn a lot from each other.
  • Reduce opportunities for dishonesty: Consider seating for exams; consider using multiple forms of tests, especially if closed-ended responses; update and change questions and assignments on a regular basis; provide guiding feedback. We strongly recommend a firm class policy on electronic devices (cell phones, smart watches, etc.) during exams or quizzes—i.e., that they are not to be on or accessed at all during an exam.
  • Communicate. Make your expectations clear, whether it's how you look at what a “draft” assignment requires, how group assignments need to work, how you view their interpretations as opposed to the polished wording of experts, use of electronic devices in class or during quizzes or exams, etc. In other words, don’t assume they already know the rules of the road—they’re learning, and the consequences are significant when students make inaccurate assumptions.

Additional resources