Bakersfield College has the responsibility to ensure that the grades assigned are
indicative of the knowledge and skill level of each student. Acts of academic dishonesty
make it impossible to fulfill this responsibility, and they weaken our society. Faculty,
students, administrators, and classified staff share responsibility for ensuring academic
honesty in our college community and will make a concerted effort to fulfill the following
responsibilities.
Any test, paper, or assignment submitted that bears BC students' name is presumed
to be the own original work that has not previously been submitted for credit in another
course unless you obtain prior written approval to do so from the instructor.
In many assignments, including homework, drafts of papers, or oral presentations,
students may use words or ideas written by other individuals in publications, websites,
or other sources, but only with proper citation. For example, if citing from a published
source or from a website and the quotation is short (up to a sentence or two) place
it in quotation marks with proper parenthetical documentation. Ensure the assignment
is written in the writing style (MLA, APA, Chicago, etc.) expressed by the professor
of the course or stated within the syllabus or rubric of the assignment.
Using generative artificial intelligence (generative artificial intelligence) tools
threatens the integrity of students’ work, and therefore the value of the student’s
education. BC expects students to not use generative artificial intelligence tools
to generate answers unless students have been explicitly told that they may. Use of
generative artificial intelligence tools can constitute a number of forms of academic
misconduct. It could be:
plagiarism (because you are relying on a source that you have not identified)
commissioning (because you are relying on work produced by another person - the company
who owns the AI software)
fabrication (if the AI makes up data or experiences that you then rely on)
In the context of online exams, use of generative artificial intelligence will be
treated as cheating. BC assumes that, by submitting a piece of work, students are
representing that work as their own and not the product of generative artificial intelligence
use or others. BC reserves the right to treat generative artificial intelligence use
as a violation of the Standards of Student Conduct.
If a student is not clear about the expectations for completing an assignment or taking
a test, be sure to seek clarification from the instructor beforehand. For more assistance
in your writing, the BC Writing Center is available to support work and guide you
through the writing process.
Finally, students should keep in mind that as a member of the Bakersfield College
academic community, students are expected to demonstrate integrity in all their academic
endeavors and will be evaluated on their own merits. Students should be proud of their
academic accomplishments and help protect and promote academic integrity at Bakersfield
College. The consequences of cheating and academic dishonesty—including a formal written
warning, possible loss of grade—are simply not worth it.
Sample Syllabus Statement:
You will act with academic Integrity: Cheating, generative artificial intelligence,
fabricating, or falsifying information or sources, improper collaboration, submitting
the same paper for different classes without permission, and plagiarism are all forms
of academic dishonesty. Plagiarism occurs when writers and speakers deliberately or
unintentionally use another person's language, ideas, or materials and present them
as their own without properly acknowledging and citing the source. Academic dishonesty
and/or plagiarism in this course will result in one or more of the following consequences:
failure of the assignment, and referral to the Dean of Students. In this course, most
often, your instructor will require oral citation of paraphrased material. Cite sources
carefully, completely, and meticulously; when in doubt, cite. Familiarize yourself
with the Standards of Student Conduct (KCCD Board Policy 5500) and BC definitions of plagiarism and cheating.
More Information
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The following additional syllabus statements regarding AI and ChatGPT are written
in the voice of the instructor and may be altered to best suit the course and 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 there are a variety of generative artificial intelligence programs
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, within limited circumstances, and with proper attribution, generative
artificial intelligence programs may be used as a tool.
Example 2 - All Use generative artificial intelligence tools such as ChatGPT are welcome in this class,
provided students attribute or cite when and how you use the tool. 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 following procedure is done when the Office of Student Life receives an Academic
Integrity Reporting Intake Form:
The Dean of Students receives the Academic Integrity Reporting Intake Form with all
supplements.
The Executive Secretary for Student Life calls the Student-in-Question to schedule
a meeting with the Dean of Students.
The Dean of Students meets with the Student-in-Question to determine if there was
“good cause” in violation of the Standards of Student Conduct for Academic Integrity.
If found in violation, the Dean of Students will sanction accordingly.
If not found in violation, the Dean of Students will release alleged violations.
If the Student-in-Question does not attend the first Scheduled meeting
The student fails to show up to their first scheduled meeting.
The Executive Secretary for Student Life will call the Student-in-Question to reschedule
the missed meeting.
If the Student-in-Question fails again to show up to the second scheduled meeting.
An email will be sent out to the Student-in-Question's BC email account warning the
Student-in-Question to contact the Office of Student Life regarding the missed scheduled
meetings or an “Administrative Hold” may be placed on their registration account.
If the Student-in-Question fails to show up to the third scheduled meeting.
The Executive Secretary for Student Life notifies the Office of Admissions and Records
to place an immediate “Administrate Hold” on the Student-in-Question's enrollment
records at Bakersfield College.
Holds may be removed after the Student-in-Question meets with the Dean of Students.
Plagiarism is defined as the act of using the ideas or work of another person or persons
as if they were one's own, without giving credit to the source. Such an act is not
plagiarism if it is ascertained that the ideas were arrived at through independent
reasoning or logic or where the thought or idea is common knowledge.
Acknowledgment of an original author or source must be made through appropriate references,
i.e., quotation marks, footnotes, or commentary. Examples of plagiarism include but
are not limited to, the following: the submission of work, whether in part or in whole,
completed by another; failure to give credit for ideas, statements, facts, or conclusions
which rightfully belong to another; in written work, failure to use quotations marks
when quoting directly from another, whether it be a paragraph, a sentence, or even
a part thereof; close and lengthy paraphrasing of another's writing or programming.
A student who is in doubt about the extent of acceptable paraphrasing should consult
the instructor.
Students are cautioned that, in conducting their research, they should prepare their
notes by (a) either quoting material exactly (using quotation marks) at the time they
take notes from a source; or (b) departing completely from the language used in the
source, putting the material into their own words. In this way, when the material
is used in the paper or project, the student can avoid plagiarism resulting from the
verbatim use of notes. Both quoted and paraphrased materials must be given proper
citations.
Cheating is defined as the act of obtaining, or attempting to obtain, or aiding another
to obtain academic credit for work by the use of any dishonest, deceptive, or fraudulent
means. Examples of cheating during an examination include, but are not limited to,
the following: copying, either in part or in whole, from another's test or examination;
discussion of answers or ideas relating to the answers on an examination or test unless
the such discussion is specifically authorized by the instructor; giving or receiving
copies of an examination without the permission of the instructor; using or displaying
notes, "cheat sheets," or other information or devices inappropriate to the prescribed
test conditions, as when a test of competence includes a test of unassisted recall
of information, skill, or procedure; allowing someone other than the officially enrolled
student to represent the same. Also included is plagiarism defined as altering or
interfering with the grading procedures.
It is often appropriate for students to study together or to work in teams on projects.
However, such students should be careful to avoid the use of unauthorized assistance,
and to avoid any implication of cheating, by such means as sitting apart from one
another in examinations, presenting the work in a manner that clearly indicates the
effort of each individual, or such other method as is appropriate to the particular
course.
Students share the responsibility for maintaining academic honesty. Students are expected
to:
Refrain from acts of academic dishonesty.
Refuse to aid or abet any form of academic dishonesty.
Notify instructors and/or appropriate administrators about observed incidents of academic
dishonesty.
The Faculty has a responsibility to ensure that academic honesty is maintained in
their classroom. In the absence of academic honesty, it is impossible to assign accurate
grades and to ensure that honest students are not at a competitive disadvantage. Faculty
members are suggested to
Explain the meaning of academic honesty to their students.
Conduct their classes in a way that makes cheating, plagiarism, and other dishonest
conduct nearly impossible.
Confront students suspected of academic dishonesty and take appropriate disciplinary
action in a timely manner.
An instructor who has evidence that an act of academic dishonesty has occurred shall,
after speaking with the student, take one or more of the following disciplinary actions:
Issue an oral reprimand (for example, in cases where there is reasonable doubt that
the student knew that the action violated the standards of academic honesty)
Give the student zero points, or a reduced number of points on all or part of a particular
paper, project, or examination (for example, for a first-time occurrence of a relatively
minor nature)
Have the student repeat the assignment
Another means determined by the faculty or department
May an instructor fail a student who is found guilty of plagiarism or cheating on
a specific class assignment? Read the CCCCO Legal Opinion
Upon receipt of the first “Academic Dishonesty Report” form concerning a student,
the Dean of Students shall personally meet with each student in question. During the
meeting, the student will be served a written warning and one or more of the following
sanctions:
The student is placed on written warning
The student will need to write a reflective letter regarding the incident and will
explain why the behaviors jeopardized the academic integrity of the learning mission
of Bakersfield College
The Student will attend a workshop on plagiarism or academic honesty
The Student is required to complete four (4) hours of community service
Another sanction determined by the Dean of Students
Upon receipt of a second “Academic Dishonesty Report” form concerning the same student,
the Dean of Students shall meet with the student again and determine a course of action
that meets the needs of the student and the learning mission of Bakersfield College.
BC Research Survival Skills was initiated by the Library as an outreach to area high schools that are preparing
BC's future students. In the initial video, ten BC faculty members discuss the research
expectations held by professors at Bakersfield College for their students. Colleagues
from English, Philosophy, Biology, Chemistry, Nursing, Anthropology, and History share
their views of what students need to know and do in order to succeed in college-level
research. Although it is geared toward incoming students, these videos are also relevant
to students who are already here at BC and are available online. The full version
of the original Research Survival Skills is on YouTube and can also be posted in your
class materials.
Academic dishonesty includes, but is not limited to, the following:
Obtaining information from another student during an examination.
Communicating information to another student during an examination.
Knowingly allowing another student to copy one's work.
Offering another person's work as one's own.
Taking an examination for another student or having someone take an examination for
oneself.
Sharing answers for a take-home examination unless specifically authorized by the
instructor.
Using unauthorized material during an examination.
Altering a graded examination or assignment and returning it for additional credit.
Having another person or a company do the research and/or writing of an assigned paper
or report.
Misreporting or altering the data in laboratory or research projects.
Stealing or attempting to steal an examination or answer key.
Stealing or attempting to change official academic records.
Forging or altering grade change cards.
Submitting all or part of the same work for credit in more than one course without
consulting all instructors involved.
Intentionally impairing the performance of other students and/or a faculty member,
for example, by adulterating laboratory samples or reagents, by altering musical or
athletic equipment, or by creating a distraction meant to impair performance.
Forging or altering attendance records. Collusion occurs when any student knowingly
or intentionally helps another student perform an act of academic dishonesty.
Please answer each of the following questions with a full paragraph for each answer.
This is an “open-book” assignment, but you can use your own words for each answer.
When you complete the assignment, send your answers to me via e-mail as a single Word
or pdf file. When you come to class, append a hard copy of your answers to this sheet,
and sign and date as indicated below.
You will receive credit for accurate answers, but I may ask you to retake all or part
of the quiz if one or more answer is substantially incorrect, if you do not follow
the prompts, or if is your answers show that you do not adequately understand the
plagiarism policy.
What is academic integrity?
List at least three types of violations of academic integrity.
According to KCCD's policies, what are the possible consequences of violating the
Standards of Student Conduct on academic integrity?
Explain what plagiarism is and how it can occur even unintentionally.
What should you do if you are uncertain about how the plagiarism policy applies to
your work?
Each individual person has their own set of ways with which they learn best. Some
students find they learn best from a lecture when the professor presents key points
in a visual manner-either on the board, on an overhead, or with a handout. Others
find they have a much easier time hearing someone talk about a subject rather than
reading the same ideas on paper. These two examples present the two key learning styles:
Visual and Auditory. But learning styles are not limited to the senses of hearing
and sight; there are as many different ways of learning as there are learners.
While learning styles are varied, there are some specific categories that people fall
into, and there are some specific hints for each category on how to learn more effectively.
What do the scores mean?
When you have identified your style, what do you do with that information? You need
to build on your strengths and address your weaknesses. Most students have one dominant
learning style. If you have scores that are close or tied, you can use either learning
style equally well. Those who learn to adapt study skills to incorporate all 3 learning
styles learn faster and remember longer.
The Visual or Auditory style, whichever scores the highest, is considered the primary
preferred learning style. The Tactile/Kinesthetic is considered secondary, even if
the score is higher than the other two. This is because we do most of our learning
through our eyes and ears, and use the senses of touch, feeling, and motion to enhance
our primary learning.
What should I do now?
To be flexible to meet any academic situation, you need to use your strengths but
also try to build up your weaknesses. Capitalize on your learning strengths because
it's like money in the bank you can draw from. Try to convert study materials to the
sensory format of your preference. But why should you focus on things you're not good
at?
Not every learning situation gives you a choice.
Teachers with a learning style different from yours give assignments they find naturally
appealing.
Flexibility = Freedom. The more ways you can learn, the more options and power you
will have over your life.
It's not clear whether learning styles are inborn or the result of experience. Constant
deliberate effort can often change your style. But it will take repeated practice
and may even be a little painful at first (like working out at a gym.)
Learners taking written tests are expected to retrieve the information in the VISUAL
learning style. All students must learn how to strengthen their visual skills if they
are to succeed in college because nearly all college testing is conducted in the visual
or written mode. If you do not naturally learn in the visual style, you can get the
most help by developing some of the visual learners' techniques.
