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What is Academic Integrity and Misconduct?

Ryerson University students are expected to have excellent personal and academic ethics and values. Being a member of the Ryerson Community means you must uphold the academic integrity values of honesty, trust, fairness, respect, responsibility, courage1 as well as trustworthiness.

You probably already know it is not okay to cheat on exams and that you can’t copy assignments or papers from someone else. But, you may not know everything there is to know about Ryerson’s policies or the “nitty gritty” details about citing references. You may not know when it is okay to do assignments or projects in a group or when it is okay to use your own work over again.

It can be confusing, but it is your responsibility as a student to know what is expected of you in university.

Don’t worry. You can learn about all this and more, by asking your professor, your GA/TA, by watching the Academic Integrity tutorial episodes and searching for more information in this section of the Academic Integrity website. If you are unclear about anything after you have carefully read each section, be sure to seek support through the many resources available to you on campus (see Important Resources section).

Remember, the value of your degrees and/or certificates depend on each of us taking responsibility for academic integrity.

Ryerson University Policy 60: Academic Integrity is a document that defines academic integrity and misconduct, explains the processes the University will follow when academic misconduct is suspected, and the penalties and other consequences that may be imposed if students are found to have engaged in academic misconduct.

1 International Centre for Academic Integrity (2013)

Definitions of Academic Misconduct

According to Policy 60: Academic Integrity:

"Any behaviour that undermines the University’s ability to evaluate fairly students’ academic achievements, or any behaviour that a student knew, or reasonably ought to have known, could gain them or others unearned academic advantage or benefit, counts as academic misconduct." (Section 2)

The policy lists the most common instances of academic misconduct; however it is not intended to be exhaustive. If you have any questions, please contact the Academic Integrity Office.


– includes but is not limited to:

  • claiming, submitting or presenting the words, ideas, artistry, drawings, images or data of another person, including information found on the Internet and unpublished materials, as if they are one’s own, without appropriate referencing;
  • claiming, submitting or presenting someone else’s work, ideas, opinions or theories as if they are one's own, without proper referencing;
  • claiming, submitting or presenting another person’s substantial compositional contributions, assistance, edits or changes to an assignment as one’s own;
  • claiming, submitting or presenting collaborative work as if it were created solely by oneself or one’s group;
  • submitting the same work, in whole or in part, for credit in two or more courses, or in the same course more than once, without the prior written permission of the instructor;
  • minimally paraphrasing someone else’s work by changing only a few words and not citing the original source.

- includes but is not limited to:

  • having ready access to and/or using aids or devices (including wireless communication devices) not expressly allowed by the instructor during an examination, test, quiz, or other evaluation;
  • copying another person’s answer(s) on a test, exam, quiz, lab report, or other work to be evaluated;
  • copying another person’s answers, with or without their permission, to individually assigned projects;
  • consulting with another person or with unauthorized materials outside of an examination room during the examination period (e.g. discussing an exam or consulting materials during an emergency evacuation or when permitted to use a washroom);
  • improperly submitting an answer to a test or examination question completed, in whole or part, outside the examination room unless expressly permitted by the instructor;  
  • resubmitting altered test or examination work after it has already been evaluated;
  • presenting falsified or fabricated material, including research results (see Section 2.8);
  • improperly obtaining, through deceit, theft, bribery, collusion or otherwise, access to examination paper(s) or set of questions, or other confidential information;
  • collaborating on work to be evaluated where such collaboration has been expressly forbidden by the instructor.
Misrepresentation of Personal Identity or Performance

- includes but is not limited to:

  • submitting stolen or purchased assignments or research;
  • impersonating someone or having someone impersonate you in person, in writing, or electronically (both the impersonator and the individual impersonated, if aware of the impersonation, may be subject to a penalty);
  • falsely identifying oneself or misrepresenting one’s personal performance outside of a particular course, in a course in which one is not officially enrolled, or in the admissions process (e.g. submission of portfolios, essays, transcripts or documents);
  • withholding or altering academic information, portfolios, essays, transcripts or documents, including during the admissions process.
Submission of False Information

- includes but is not limited to:

  • submitting altered, forged or falsified medical or other certificates or documents for academic consideration, or making false claims for such consideration, including in or as part of an academic appeal, or the academic misconduct process;
  • submitting false academic credentials to the University;
  • altering, in any way, official documents issued by the University;
  • submitting falsified letters of reference.
Contributing to Academic Misconduct

- includes but is not limited to:

  • offering, giving, sharing or selling essays, questions and/or answers to tests or exams, quizzes or other assignments unless authorized to do so;  
  • allowing work to be copied during an examination, test or for other assignments.
Damaging, Tampering or Interfering with the Scholarly Environment

- includes but is not limited to:

  • obstructing and/or disturbing the academic activities of others;
  • altering the academic work of others in order to gain academic advantage;
  • tampering with experiments or laboratory assignments;
  • altering or destroying artistic or creative works such as drawings or films;
  • removing, altering, misusing or destroying University property to obstruct the work of others;
  • unauthorized access to, stealing, or tampering with any course-related material;
  • unauthorized access to, or tampering with, library materials, including hiding them in a place where they will not readily be found by other members of the Ryerson community.
Unauthorized Use of Intellectual Property

Use of the intellectual property of others for distribution, sale or profit without the authorization of the owner of that material. This includes slides and presentation materials used in a class wherever the owner of those materials has not authorized further use.

Misconduct in Re-graded/Re-submitted Work

All of the provisions of this policy will apply to work that is re-assessed (See Undergraduate Academic Consideration and Appeals Policy #134, and Graduate Student Academic Appeals Policy #152.)

Violations of Specific Departmental or Course Requirements

Instructors may, in order to encourage Academic Integrity, include additional specific requirements as long as these are consistent with this policy. Any additional requirements must be published in the course outline (see also Section 5.2.3).

Note: Applicability to Research-Related Activities

For purposes of this policy, "supervised research" is treated as a separate category to accord with the Tri-Agency Framework: Responsible Conduct of Research, and normally includes academic milestones such as Comprehensive Examinations, Major Research Papers, Research or Thesis Proposals, Theses, and Dissertations, as well as the research and associated writing carried out towards any of these at either the undergraduate or graduate level. (See Section 3.4.2 regarding the process to be followed in addressing suspicions of misconduct in these areas.) Suspicions of research misconduct that may have occurred under the auspices of Ryerson University, but are in no way directed towards academic advantage or benefit, are to be addressed under Policy 118 (Scholarly, Research and Creative Activity (SRC) Integrity) rather than Policy 60.

Common Academic Integrity Misconceptions

When is working with a friend okay? What is “common knowledge”? When can you use your own work again? Students frequently answer these (and other questions about academic misconduct) incorrectly.

Individual Work vs. Group Work

It is ok to work, discuss and consult in groups (for individual work) … WRONG! Unless your instructor has specifically told you it is alright, it is not acceptable to do any part of an individual submission with anyone else. It increases the chances of your work turning out to be similar to another person’s and you being charged with academic misconduct.  In group projects it is the responsibility of all members of the group to uphold the academic integrity of the project and not to put the other members of the group at risk. Collaboration on a project is only permissible when the instructor says that it is. If you are not sure, then you should ask.

If someone is not submitting their work, data and/or chart, it’s ok to use it for your own assignment … WRONG! No part of the work that you submit as your own should consist of any other individual’s work without proper attribution, citations and references.

It’s ok to do a small part of the assignment together. It’s cheating only if you copy a major part or the whole thing … WRONG! Cheating and plagiarism are not measured by how much of the content is similar. You could be charged if any part of your work is the same as another person’s work.

Wasn’t Caught This Time…

If you have not been caught just after CHEATING in the exam, you don’t have to worry about being caught in the future … WRONG! In any case, less chances of being caught should not drive you to cheat. There have been cases where the instructors have continued investigations for months and found academic misconduct a year after it was committed.

What is “Common Knowledge”?

You don’t have to cite information from the Internet as it is common knowledge … WRONG! All information, from any source must be cited with proper referencing. Some factual common knowledge (e.g. the sky is blue, Toronto is in Canada) do not need a reference.  When in doubt, ask.

Self-plagiarism and Plagiarism

It is okay to use your own previous submission … WRONG! Without your instructor’s written permission, you cannot submit the same work for the same course or another course in whole or in part. This is considered plagiarism.

Everything in your paper must be your own; you cannot take information from anywhere else … WRONG! You can take information from all relevant sources, unless your instructor specifies certain sources, as long as they are properly referenced.

If it’s unintentional, it is not plagiarism … WRONG! It is your responsibility to learn proper referencing styles. Ask your instructor for help if you are in doubt. There are also ample resources available at Ryerson University to help you learn how not to plagiarize.

If it is your first instance of plagiarism, you will not be charged … WRONG! It is your responsibility to learn proper referencing and citations. First time plagiarism still counts as plagiarism.

Helping a Friend

Sending your WORK to another person to help them understand or to GET YOUR WORK CHECKED AND HAVE CHANGES MADE TO IT does not mean you have cheated … WRONG! You are responsible for your work. If there is a chance of it being copied or of someone else adding information which is not your own, you (and the other person) could be found to have contributed to academic misconduct.

Oral Presentations

If I am doing an oral presentation, I can use any information from the Internet or books and not inform the audience … WRONG! Whether doing written work, oral presentation, a PowerPoint or an exam; anytime you use information that is not yours, you must give credit to the source.

Hints to Avoid Academic Misconduct

Plagiarism is one of the most common forms of academic misconduct.  Understanding how to paraphrase, quote and reference is a skill you will need for university. Here are some practical hints to avoid academic misconduct.

Copying and Pasting

"Copy and Paste" plagiarism is exactly what it sounds like: anytime you take a sentence, image, or design from an original source (a website, a journal article, or someone else's paper) and paste it into your own assignment, you are guilty of bad scholarship. Copy and paste plagiarism is especially tempting when it comes to web sources or online journals.

Why should you retype a sentence or paragraph from a website if you know you're going to use it in your paper and when copying and pasting it is so much easier?

You should make a rule to never copy and paste text because:

  • It can become difficult to separate your text from the source text;
  • It's much harder to write a good paraphrase of a source if the source text is on the screen in front of you.
Paraphrasing vs. Just changing a few words

What's the difference between these two sentences?

  1. Toronto's new green bin program not only prevents waste from going to Michigan landfill sites, but also helps people become more aware of the type and amount of waste they create on a daily basis; this program encourages people to take responsibility for the garbage they produce.

  2. The new green bin program used in Toronto not only reduces the amount of garbage going to Michigan landfill sites, but also encourages citizens to become more aware of the waste they create on a regular basis; this program helps homeowners to take responsibility for the waste they produce.

The second passage is almost identical to the first. Sure, the author has changed certain words, trading garbage for waste and people for citizens, but the structure and the content of both passages are almost identical. If you want to paraphrase a passage, you must PUT IT IN YOUR OWN WORDS, which means more than simply changing a few words.

Try this:

  • To put something in your own words, read the passage and think about what it means. It may help you, to circle key words.
  • Make brief notes on a separate sheet of paper (think of it more like sketching the ideas than copying phrases-diagrams or symbols are helpful and don't lead to plagiarism).
  • Then, turn the paper over or minimize the window and think about how you would explain what you just read if you were talking to another person.
  • Take out a separate sheet of paper and write down the paraphrase, using your rough notes as necessary.

FYI - a good paraphrase of the example passage you just looked at might read like this:

The green bin program has two distinct benefits: composting waste locally means less waste is going across the border to Michigan, and sorting household garbage makes Torontonians more conscious of the waste they create (Author, 2005).

Borrowing an Author's Style

Also be careful to avoid the type of plagiarism that involves borrowing an author's style or ideas. If the author has said something particularly well or has used a unique style or structure, you should quote directly. A passage that contains rich or striking language or that you consider to be beautiful or extremely well written deserves to be quoted directly. If you feel the passage would lose something in paraphrasing, preserve the original put quotation marks around it and cite appropriately where the information came from.

Taking Someone's Ideas

Don't rely on someone else's ideas. You have good ones of your own! Especially if you are in first year and doing your first big research project, you might get the feeling that everything has been said before and that the people who said it before probably said it better than you ever could. This is simply not true: you are just entering the field, so the learning curve may be steep at first, but you have something to contribute to the discussions going on in your field. If you don't feel confident, talk to your professor or get help from the Student Learning Support.


Here are some tips for how to avoid using other author’s ideas as a crutch:

  • Do some hard thinking BEFORE you consult sources. If you have some ideas written down before you begin, you won't run as much risk of borrowing heavily from other people's ideas.
  • Take careful research notes. Include a space to write down your own thoughts and questions as you go.
  • Update your research log on a regular basis.

If you are relying on other people's ideas, you need to tell your reader where those ideas came from. Whether you are presenting ideas that came from a paper you read during the course of your research or from a lecture you remember hearing in your first year Psychology class, as a scholar, you must follow up on those ideas and tell your reader a sense of where those ideas came from.

Quoting and Paraphrasing

You will use sources in different ways in your paper. When you use a direct quotation, it means you have taken EXACTLY what the author said and put it into your paper. You must let your reader know that the material comes directly from another source by putting quotation marks around the passage. Be careful with the use of direct quotes and avoid the temptation to fill your paper with long stretches of direct quotations: these can really break up the flow of your ideas and it is unlikely to be a very good paper.

Use a direct quote when:

The author has said something particularly well (i.e. the passage would lose something if it were put into different words; the style is as important as the content), for example:

  • The original source contains a sentence or two that says exactly what you want to say;
  • You are quoting from a work of literature or an original historical document or the author is a famous person or a well-known authority on the subject.

Rather than using a direct quotation in your paper, you might consider paraphrasing. When you paraphrase, you put the author's ideas into your own words and use your own sentence structure. When you paraphrase, you must make sure you understand the original passage. The best thing about paraphrasing rather than quoting directly is that your paper won't be filled with long stretches of quotations. Rather, the source ideas you are using will be nicely integrated with your own thoughts.

Paraphrase when:

  • There is nothing striking or unique about the way the author has phrased the passage. If the passage is mundane, it's better to paraphrase it. Your words will do just fine.
  • The passage is really long and full of details that don't really apply to your paper. Think about why you're using the quotation and "trim" it, or simply put it into your own words.

You can avoid being suspected of cheating during a test/exam by:

  • shielding your work
  • not looking in the direction of other students' papers
  • refraining from communicating with other students
  • bringing only those aids or resources that have been permitted by your instructor
  • not bringing cellular phones, personal audio equipment, and other electronic devices
  • wearing layers and leaving all coats at the front of the room/coat check
  • putting all belongings into the provided clear plastic bag and place it under your seat
  • bringing your One Card student card/acceptable photo-identification
  • handing in all test/exam materials at the end of the test/exam


  • Harris, R. (2002). Anti-Plagiarism Strategies for Research Papers. Retrieved from
  • Jurdi, Rozzet, H., Hage, S., Chow, Henry P.H., (2011). Academic Dishonesty in the Canadian Classroom: Behaviours of a Sample of University Students. Canadian Journal of Higher Education, 41 (3), 1-35.
  • Oxford Brookes University. (2005). Deterring, detecting and dealing with plagiarism. Retrieved from

Academic Standards

You came to Ryerson to learn the skills you need to succeed in your field. Being a student means struggling with concepts, assimilating new facts and approaches, and sometimes reconsidering the knowledge that you already possess. It is hard work! As a student, it is your responsibility to ask for help when you need it.

No one expects you to know everything when you start university. You will get the most out of your Ryerson experience if you approach courses and assignments as learning experiences. If you don't understand an assignment or a concept from class, you should ask your professor to explain it again or seek out academic support services on campus. Above all, consider your reasons for being here and keep them in mind at busy times of the year. If you are crunched for time, get some help with time management from Ryerson University's Student Learning Support. If you're struggling with concepts from class, talk to your professor during office hours or arrange to have a tutor.

Most students are honest; however, the pressure to achieve high grades, fear of failure, stress, peer pressure, parental expectations and lack of preparation may lead some students to consider academic misconduct out of desperation.  There are no acceptable excuses for academic misconduct.

Follow These Strategies
  1. Visit the Important Resources page of this website for excellent free assistance in studying, researching and writing. It also has information on counselling and accommodation resources.
  2. Manage your time: Trying to balance school with other life responsibilities and commitments can be a daunting task. If you are finding that you have too much to do and too little time in which to do it, you will need to determine what your priorities are, based on your short-term and long-term goals. You may find that it is necessary to lighten your load, or you may be able to organize your responsibilities in a way that allows you to stay on top of your course work.
  3. Prepare thoroughly for tests and exams: Doing well on tests or exams involves creating a study plan that includes long-term and short-term preparation. You can save time and improve your understanding of course material by using strategic study methods.
  4. Seek help when needed: Using the resources available to you on campus is not a sign of weakness; it is a smart way to gain a learning edge. If you are confused about the course content, take advantage of your professor's or T.A.'s office hours - they are there to help. Talk to some of your classmates about meeting regularly in a study group to discuss lecture material or readings, practice and compare review questions, or figure out difficult problems. However, be aware that you may not collaborate with others when individual work is required or specified by your professor/instructor.  If you are unsure: ask.
  5. Familiarize yourself with all pertinent information regarding the test/exam/assignment.
Use the Internet Responsibly

Can you imagine being a student before the Internet? The Internet has obviously changed scholarship dramatically. It presents a challenge for researchers and students because the content found on the Internet is often less reliable than information in books or articles, mostly due to the fact that online texts don't go through the same rigorous editing and fact checking procedures as traditional published texts. So, when you use the Internet, use it safely and wisely.

Here are some guidelines that will help you do that:

Think before you search

After receiving an assignment sheet, the first impulse of many students is to log on and see what Google has to say about the topics on the list. Aside from being inefficient, this approach can also lead to plagiarism because the student has begun researching before he or she had a good idea of what to write about. Students may end up finding a paper online that seems to say what they want to say and then they set about trying to change the argument to fit the assignment. Or, students may find themselves changing their mind with each new website they read.

The bottom line is that you should always think before you search. When you get an assignment, read each question carefully and ask your professor questions if you aren't sure how to proceed. Next, do some brainstorming and put some ideas down on paper. Then, write a research question or a statement of purpose, decide what kind of sources your need and how you will use them and then (and ONLY THEN) begin your search. Not only will you have a clear idea of what your topic is and why you're interested in it, you'll be able to do more specific keyword searches and, therefore, your research process will take less time.

Keep a record of your searches

The web is a big place, and it's very easy to lose track of where you are and how you got there. Your overall research process will be easier if you keep a record of your search, including dates, search engine used, search terms used, and general pathways you followed. This also helps if you need to explain the methodology you used in your paper.

Print off a page from the website you're using in your essay

If you find a website that you really want to cite, be sure to print off the first page. This will give you evidence of the website's existence (just in case it disappears or radically changes before your paper is handed back), and will give you a record of the date on which you accessed it.

Don't have website windows open when you're writing your essay

You've been working on your essay all week and are finally writing the draft. It's late at night. You're tired. You have four windows open on your desktop and are switching back and forth between original source material and your essay. Any guesses as to what could happen? Even if you don't copy material and paste it directly into your essay, you run the risk of “borrowing” or stealing the author's words. To avoid this problem, avoid the temptation by taking good notes in the first place. Keep your research and your writing processes separate!

Never cut and paste directly from a website

Sometimes, never means never. Don't cut and paste directly from the Internet, even if you know you're going to use a long quote. Taking notes on a separate sheet of paper is a step in the critical thinking process. Cutting and pasting directly from websites is lazy and puts you at risk of plagiarism. If it seems too easy, it probably is. Trust us on this one.

Know the Difference Between Proofreading and Editing

Proofreading (is permitted)

Proofreading work to check for, but not alter, spelling, grammar, punctuation, typographical errors and correlation between citations and references. The proof-reader may check that formatting is consistent and meets specifications. The proof-reader may provide feedback regarding the clarity and structure of the work, and may identify redundancies.

Editing (not permitted)                                                        

Editing includes the writing or rewriting, whether paid or unpaid, of any portion of a student's work that will be submitted to fulfill coursework requirements. When someone alters a student's writing by inputting their own words, this could be considered academic misconduct.

Group Work (Labs, Studio Work and Group Assignments)

In labs, and in any work which involves the collection of data, it is sometimes tempting to create data which supports your preconceived notion of how things should turn out, or which give the “right” answers. You should leave yourself enough time to redo your work if things seem to be going wrong, or, maybe more importantly, you should discuss the results with your instructor to see if there is a way to present them that shows why they are not what might be expected.

Learning is more important than getting an expected answer.

For useful information on doing group work and avoiding academic misconduct, check out the Group Writing and Support document from Ryerson Student Learning Support.


  • Del Carlo, D.I., & Bodner, G.M. (2003). Students’ Perceptions of Academic Dishonesty in the Chemistry Classroom Laboratory. Journal of Research in Science Teaching, 41(1), 47-64.
  • Delaney, P. (2001). Honesty in the laboratory. In Voices from the Classroom. Reflections on Teaching and Learning in Higher Education. Newton, J., Ginsberg, J., Rehner, J., Rogers, P., Sbrizzi, S. and Spencer, J. (eds.). Toronto: Garamond Press and the Centre for the Support of Teaching, York University.
  • Flinders University. Designing Out Opportunities for Academic Dishonesty. Retrieved from
  • Harris, R. (2002). Anti-Plagiarism Strategies for Research Papers. Retrieved from
  • Lawson, A.E., Lewis Jr., C.M., & Birk, J.P. (1999). Why do students “cook” data? Journal of College Teaching, 29(3), 191-198.
  • Oxford Brookes University. (2005). Deterring, detecting and dealing with plagiarism. Retrieved from
  • Wilkinson, S. (2003). Keeping students from cutting corners. CENEAR, 81 (15), 51-52.
  • York University. (2005). Academic dishonesty in laboratory environments. Retrieved from

For Graduate Students

Note: This is not a complete list of important information for Graduate students, for more information, please see Policy 60: Academic Integrity.

In graduate education it is essential that an environment exist where faculty and students have the utmost regard for academic integrity. Graduate students often engage in research with a large degree of independence. Therefore, they are expected to and must pursue their academic and research activities in a manner that is consistent with the highest standards of ethical and scholarly practice (Policy 60: Academic Integrity, Section 1.7).

Academic Misconduct in Supervised Research Activities

Policy 60: Academic Integrity, Section 2.7 provides:  

For purposes of this policy, “supervised research” is treated as a separate category to accord with the Tri-Agency Framework: Responsible Conduct of Research, and normally includes academic milestones such as Comprehensive Examinations, Major Research Papers, Research or Thesis Proposals, Theses, and Dissertations, as well as the research and associated writing carried out towards any of these at either the undergraduate or graduate level. (See Section 3.4.2 regarding the process to be followed in addressing suspicions of misconduct in these areas.) Suspicions of research misconduct that may have occurred under the auspices of Ryerson University, but are in no way directed towards academic advantage or benefit, are to be addressed under Policy 118 (Scholarly, Research and Creative Activity (SRC) Integrity) rather than Policy 60.

Policy 60: Academic Integrity, Section provides:

In all cases of suspected research misconduct, the Vice President Research and Innovation (VPRI) must be notified by the AIO. In the case of graduate student misconduct, the Dean of Yeates School of Graduate Studies (YSGS) must also be notified of the suspicion.

Policy 60: Academic Integrity, Section and Procedures Section provides:

In the case of a student in receipt of tri-agency funding, the VPRI will assign an additional investigator, external (i.e. arms-length) to the university, who will also attend and participate in the Facilitated Discussion as an investigator and decision maker and will sign a confidentiality agreement registered with the Office of the Vice President of Research and Innovation (OVPRI).

Outcomes for Academic Misconduct (please see Policy 60: Academic Integrity, Section 5 for complete list)

Policy 60: Academic Integrity, Section 5.2.2 provides:

“The minimum penalty for misconduct with respect to work submitted in a course by a graduate student is a grade of “zero” (0) on the work”.

Policy 60: Academic Integrity, Section 5.3.1 provides:

“Graduate students cannot be assigned a DS”.

Policy 60: Academic Integrity, Section 5.1.2 provides:

If a graduate student receives a Disciplinary Notation (DN), the DN will normally remain on their record.


Progressive Discipline

Policy 60: Academic Integrity, Section 5.4.5 provides:

“a second finding of academic misconduct in coursework, or a single finding of academic misconduct in supervised graduate research, shall automatically require a penalty hearing regarding DW or, if recommended, Expulsion  (see Section 5.3)”.

Penalty Hearing

Policy 60: Academic Integrity, Section 6.2.2 provides:

“A penalty hearing of the AIC regarding a DW will be convened where a graduate student has, after all appeal(s) are resolved, been assigned a first DN on the basis of misconduct in supervised research activities (see Section 3.4.2), or a second DN related to academic misconduct in course-related work (see Section 3.4.1), or where a DW has been recommended regarding misconduct in their course-related work.”

Ryerson Academic Integrity Office

If you have any questions about academic integrity, are concerned with the academic integrity of a particular situation, or would like to consult about a suspicion/finding of academic misconduct, contact us.