Academic integrity underpins trust in teaching, learning, and the value of a CNC credential. Faculty are vital in shaping this culture by setting clear expectations, modeling honesty, and addressing misconduct consistently and fairly. Beyond enforcing rules, supporting integrity also means guiding students to develop the skills and judgement needed to work responsibly and ethically.

Relevant Policies

Pedagogical Framing

Understanding why academic integrity matters from a pedagogical perspective strengthens teaching and learning. Ethical practices support student development, enhance learning outcomes, and uphold the value of CNC credentials while fostering a culture of honesty and accountability.

Why This Policy Matters

Academic integrity underpins the credibility of CNC courses and credentials. By emphasizing honesty, fairness, and accountability, faculty reinforce expectations that protect the value of student work, support institutional reputation, and create a culture of trust in teaching and learning.

Impacts on Teaching & Learning

Academic integrity directly influences assignment design, assessment practices, and classroom culture. Incorporating clear expectations and consistent processes helps instructors prevent misconduct, support student growth, and ensure equitable learning opportunities that uphold both educational standards and student success.

Student Perception

Students’ views of academic integrity shape their confidence, motivation, and approach to coursework. When instructors frame integrity as part of learning rather than only compliance, students are more likely to engage authentically, take ownership of their work, and develop lifelong academic skills.

Practical Guidance

Clear, actionable steps help faculty apply the Academic Integrity Policy at CNC. Strategies, checklists, and examples support consistent responses to misconduct, reinforce fairness, and guide instructors in fostering ethical practices in everyday teaching.

Recognizing Academic Misconduct

Academic misconduct includes plagiarism, cheating, impersonation, unauthorized collaboration, and reuse of work without permission. Faculty are responsible for recognizing these behaviors, using clear examples, and referring to the Academic Conduct Policy and Procedure to guide fair and consistent decisions.

Responding to Suspected Misconduct

When potential misconduct arises, faculty first meet with the student to clarify intent and address misunderstandings. Using CNC’s tiered approach, instructors determine whether an issue is (Tier One) unintentional or minor, or (Tier Two or Three) requires formal reporting, ensuring both fairness and accountability.

Using the Reporting Process

For more serious or repeated cases (Tier Two or Three), faculty complete the Academic Conduct Report Form and submit it to the Associate Dean. This ensures proper documentation, appropriate outcomes, and institutional oversight, protecting both student rights and the integrity of CNC’s academic environment.