Embedded Files
Appendix A
Appendix A
Academic Integrity
Academic Integrity
Academic integrity is a core value at RSC and is a necessary element to the learning process. It is also fundamental to the atmosphere of inquiry and intellectual curiosity that RSC seeks to foster. It is assumed that learning is taken seriously by students and that the academic work that students produce is a direct result of students’ commitment to learning. As part of the Student Code of Accountability that all students are responsible to uphold, the following is the section related to academic integrity.
Academic Dishonesty/Misconduct
Academic dishonesty and misconduct violate the essential mission of an academic institution. Academic dishonesty and misconduct in any of its forms will not be tolerated at RSC. Examples of academic dishonesty/misconduct include: a. Using material not authorized by the instructor to complete an exam; b. Knowingly doing another person’s academic work;c. Presenting the written ideas, representations, or words created by another person or artificial intelligence (AI) without citing the appropriate sources; d. Failing to cooperate in the investigation of any student being accused of academic dishonesty/misconduct. Academic Dishonesty/Misconduct
Academic Dishonesty/Misconduct Definitions:
1. CheatingObtaining or attempting to obtain, or aiding another to obtain credit for work, or any improvement in evaluation of performance, by any dishonest or deceptive means. Cheating includes, but is not limited to: lying; copying from another's test or examination; discussion at any time of answers or questions on an examination or test, unless such discussion is specifically authorized by the instructor; taking or receiving copies of an exam without the permission of the instructor; using or displaying notes, "cheat sheets," or other information devices inappropriate to the prescribed test conditions; allowing someone other than the officially enrolled student to represent same.
Cheating includes, but is not limited to: a. Use of any unauthorized assistance, including unauthorized use of artificial intelligence (AI) tools in taking quizzes, tests, or examinations; b. Consulting or copying from any source beyond those authorized by the instructor in writing papers, preparing reports, solving problems, or carrying out other assignments; c. The acquisition, without permission, of tests or other academic material belonging to a member of RSC community; d. Disclosing, distributing, making accessible, or improperly accessing confidential information acquired in the conduct of course work, on- or off-campus employment, internships, field placements, or serving as a research assistant; e. Failing to obtain Institutional Review Board (IRB) approval before beginning any research, including surveys or questionnaires, with human subjects, or failing to comply with IRB requirements; f. Unauthorized use of computer equipment or software.
2. PlagiarismThe act of using the ideas or work of another person, persons, or artificial intelligence (AI) as if they were one's own without giving proper credit to the source. Such an act is not plagiarism if it is ascertained that the ideas were arrived through independent reasoning or logic or where the thought or idea is common knowledge. Acknowledgement of an original author or source must be made through appropriate references; i.e., quotation marks, footnotes, or commentary. Refer to the course syllabus for how to cite the use of artificial intelligence (AI) in assignments.
Examples of plagiarism include, but are not limited to the following: a. the submission of a work, either in part or in whole completed by another;b. failure to give credit for ideas, statements, facts or conclusions which rightfully belong to another; c. failure to use quotation marks (or other means of setting apart, such as the use of indentation or a different font size) 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 without credit or originality; d. use of another's project or programs or part thereof without giving credit.
3. Multiple SubmissionsSubmitting substantial portions of the same academic work for credit more than once without authorization.
4. Complicity in Academic Dishonesty/MisconductIntentionally helping or attempting to help another commit an act of academic dishonesty/misconduct; unauthorized collaboration on any academic work.
5. Abuse of MaterialsDamaging, destroying, stealing, or in any way obstructing access to library or other academic resource material or academic record.
6. AlterationChanging or attempting to change a grade or signature given by an instructor.
Process for Responding to Academic Dishonesty/Misconduct
1. A faculty member may take any of the following disciplinary actions when a student engages in an act of academic misconduct:a. A written reprimand;b. A zero or “F” on the assignment(s) involved;c. An “F” in the course involved;d. Revocation or a change of grade.
2. Any sanction, other than those listed here, may be issued by RSC only, not by an individual faculty member. A faculty member imposing discipline on a student for academic dishonesty/misconduct should take the following steps: a. Determine whether it is more likely than not that the student is responsible for academic dishonesty and/or misconductb. Faculty members are encouraged to consult with the respondent in an effort to informally address the alleged academic dishonesty/misconduct.c. Notify the respondent of the charge of academic dishonesty/misconduct. The student must be notified in writing with a copy to the Academic Dean and the Dean of Students. The written notification should include a brief description of the alleged misconduct that forms the basis of the charge, the sanction to be imposed (limited to the four (4) penalties listed above), and a description of the appeal options available to the student.
3. If the violation warrants consideration of a more severe remedy, the faculty member should contact the Vice President for Student Life to file formal charges and request the initiation of the Student Accountability Hearing process.
4. In cases where more than two students are involved in the same alleged violation, the faculty member must forward the case directly to the Vice President for Student Life. The Vice President for Student Life will review the matter and determine if it is of an extraordinary nature. After review, the Vice President for Student Life will either refer the case back to the faculty member for immediate action, or refer it to a Student Accountability Board. In either case, the assignment of final grades is determined by the faculty member. As with all other grades, the academic appeal process is available to a student who wishes to question the grade assigned.
5. If the matter is referred to a Student Accountability Board, the faculty member and the College will serve as co-complainants and the matter will move forward as described in the Student Code of Accountability.
6. In the case of repeat academic dishonesty/misconduct, the Academic Dean of the College may contact the Vice President for Student Life to request that charges be filed against the student. The Dean of the College may serve as co-complainant in any resulting Student Accountability Board Hearing.
Appeals
1. If a student wishes to appeal a grade assigned by a faculty member, based on a finding that the student engaged in academic dishonesty/misconduct, the student may utilize the academic appeals process. The process is as follows: a. The student should submit a formal written appeal, with rationale, within 2 business days of receiving the decision from the faculty member to the department chair/program coordinator in the subject area. The department chair/program coordinator has 10 days to make a decision on this appeal. b. If the student is not in agreement with the decision from the department chair/program coordinator, they may appeal, within 2 business days, to the Dean of the College. The Dean has 10 days to make a decision on this appeal.c. If the student is not in agreement with the decision from the Dean, a final appeal may be made, within 2 business days, to the Provost of RSC. 2. If a student wishes to appeal a sanction imposed through the Student Accountability Board Hearing process, the student may utilize the appeals process set forth in the Student Code of Accountability in Section XIV.
Appendix B
Appendix B
A Plain Language Explanation of Distinctions
Between the New York State Penal Law and RSC’s Disciplinary Processes*
A Plain Language Explanation of Distinctions
Between the New York State Penal Law and RSC’s Disciplinary Processes*
Appendix C
COVID-19 and Other Communicable Disease Policy
Appendix C
COVID-19 and Other Communicable Disease Policy
RSC recognizes that instances of communicable infectious disease may require students to follow additional institutional policies to ensure the safety and wellbeing of the entire RSC community. The VPSL or designee reserves the right to activate some or all of these provisions with respect to other communicable diseases, for all or part of a semester or academic year, based on regional, national, and global circumstances.
As part of the Student Code of Accountability that all students are responsible to uphold, the following is the section related to communicable disease policy. All sections of this policy apply to the COVID-19 pandemic. This policy applies to all students, including those who reside on campus and commuter students, and covers student accountability both on and off campus.
Communicable Diseases
Communicable diseases are defined as an infectious disease transmissible from person to person by direct contact with an affected individual or the individual's bodily fluids, or by indirect means (as by a vector). The Wellness Center is a resource for protecting and treating students from infectious disease and will work with area resources (CDC, local health departments, etc.) to triage and deliver care in the manner appropriate to a specific illness/disease.
COVID-19 is a highly infectious and easily transmissible disease. Please refer to the Center for Disease Control (“CDC”) and NYS Department of Health (“DOH”) websites for additional information.
Updated Information Regarding RSC’s Response to the COVID-19 Pandemic All information related to RSC’s operations and policies in response to the COVID-19 pandemic can be found at: https://www.sage.edu/student-life/wellness-center/covid-19-guidance/. All students are expected to review and familiarize themselves with that information and any amendments and/or updates thereto.
Appendix D
Appendix D
Alternative Resolutions
Alternative Resolutions
RSC subscribes to the ideal that resolutions for conflict should be as unique as the types of incidents and students involved. To this end, a spectrum of alternative resolutions has been adopted to promote resolution at the lowest level possible. These alternative resolutions include the following:
1. No Conflict Management
Administration intentionally refrains from initiating involvement in a campus conflict to make space for student learning achieved by direct and independent engagement in an emerging issue.
2. Dialogue
Students engage in a conversation to gain understanding or to manage a conflict independent of administrator intervention or third-party facilitation.
3. Conflict Coaching
Students seek out counsel and guidance from administration to engage a conflict more effectively and independently.
4. Facilitated Dialogue
Students access administration for facilitation services to engage in a conversation to gain understanding or to manage a conflict. In a facilitated dialogue, parities maintain ownership of decisions concerning the conversation or any resolution of a conflict.
5. Mediation
Students access administration to serve as a third party to coordinate a structured session aimed at resolving a conflict and/or constructing a go-forward or future story for the parties involved.
6. Restorative Practices
Through a diversion program or as an addition to the adjudication process, administration provides space and facilitation services for students taking ownership for harmful behavior and those parties affected by the behavior to jointly construct an agreement to restore community.
a. Restorative Circles
The goal of restorative circles is to restore the sense of peace and community, to defuse tensions and conflicts, and to explore mutual responsibility and impact. Restorative circles can also be used to negotiate rules of engagement between individuals or groups.
b. Check-In Circles
Check-in circles may be useful for students in recovery programs or who are healing from trauma. It is a communication tool that allows group members to check in with one another on how they are doing with the recovery process. It differs from group therapy in that no one provides therapy or has greater power than any of the others in the circle. Members provide mutual support as well as share observations and concerns about each other.
Check-in circles can also be used in smaller communities, like residence hall floors or living units, to ensure that any lingering concerns, hurts, resentments, and other emotions after an incident are attended so that there is peace.
7. Shuttle Diplomacy
Administration actively negotiates an agreement between two parties who do not wish to directly engage with one another. This method may be an alternative to a formal adjudication process or part of the process associated with the conduct code.
Schrage, J. M., & Giacomini, N. G. (Eds.). (2020). Reframing Campus Conflict: student conduct practice through the lens (2nd ed.). STYLUS Publishing.
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