PSYC 331 (A01) - Social Psychology - Gibson

PSYC 331 (A01) - Social Psychology - Gibson
Psychology 331 (A01)
Social Psychology
Session: CRN 12787 Fall 2014
Class Time and Location
Tuesdays, Wednesdays & Fridays 12:30 pm to 1:20 pm in Elliot 167 (Sept 3rd to Dec 3rd 2014)
Dr. Jim Gibson (Office – Cornett A214)
Office Hours
Tuesdays, 2:30 to 4:30, I recommend you book an appointment before coming. I am teaching
three courses and I always give priority to students who have an appointment. This saves students from
having to wait. Please knock to inform me when it is time for our meeting.
Teaching Assistant
Eric Huang
Contacting the Professor
Please phone anytime Phone # 250-882-9224. Email: My address is [email protected] Please
use this address and include 331 in the subject line so my spam blocker does not delete your email and I
can differentiate students from different courses. It is best to book an appointment by phone or email
before coming to my office, even during office hours because I always see students with appointments
Required Texts
Sutton, R., & Douglas, K. (2013). Social Psychology. London: Palgrave MacMillan. You can also
purchase this text from CourseSmart in digital format (you can rent online digital access, which gives
you the ability to read it on a tablet, iPhone or computer for 180 days) go to:
Recommended: iClickers
Helpful Websites
how to read a social psychology article
Course Description
This course is an introduction to social psychology. The sorts of questions we will be pondering
include: If we know that someone holds a particular attitude toward something, can we predict how
she/he will behave? What is the difference between an attitude and an opinion? Are some means of
persuasion more effective than other means? Can we inoculate ourselves against certain forms of
persuasion? Does our behaviour change when we are in a group? Are some groups more effective than
other groups? What are stereotypes? Are they always negative? Do they always lead to
discrimination? Why do we stereotype? What is personal attraction? What is love? Are they the same
thing? Is conformity good or bad? Is aggression always a component of conflict? Would the world be a
better place if there were no aggression? Is conflict inevitable?
Pre-requisites: The pre-requisites for this course are Psych 100A and 100B. Students who remain
in courses for which they do not have the prerequisites do so at their own risk. Those who complete
courses without pre-requisites are not exempt from having to complete the pre-requisite course(s) at
some later date if such courses are required for the degree program. Students are responsible for
checking their registration status before the end of the “add period” (September 19th). Students will not
be added to the course after that date. The deadline to drop this course without penalty of failure is
October 31st.
a. To familiarize students with some basic vocabulary & tenets of social psychological behaviour.
b. To ponder some of the major questions posed by social psychologists.
c. To understand some of the basic experimental methods used to study social psychological
d. To add our perspective to the above while promoting an atmosphere of learning and sharing.
Course Structure
Class time will be spent in a variety of ways: lecture, discussion groups, films, demonstrations,
and experiential activities. You are expected to read the relevant material before each class. Class time is
meant to:
a. Review some of the information students may have difficulty understanding.
b. Add important and /or interesting material not covered in the text.
c. Add an experiential component that can only be acquired through participation in an activity.
d. Give you an opportunity to share with others what you have learned.
Not everything in the text may be covered in the class and not everything in the class may be covered in
the text. However, you will be tested on everything that is in the text and discussed in class. Class
participation is expected. I reserve the right to modify the course outline at my discretion. Any changes
to the outline will be announced in class and posted on CourseSpaces. Lecture outlines, additional
readings, supplemental readings, and grades, along with other information will be posted on
Students will be given both a percentile grade and a corresponding letter grade (See the UVic
Calendar for details). The final letter grade in the course will be based on your total score (rounded to a
whole number). I will not increase your grade at the end of the term just because it is close to a cut-off,
nor will I help you mine for marks in previously graded material. All deadlines and the grades submitted
for exams, papers and assignments are final. Please strive to do your best for each scheduled “event”. If
you are disappointed with a grade, it is your responsibility to arrange to meet with me to review the
marking at the time the material is graded, not at the end of the term when the final grade is awarded and
you discover you missed a cut-off. Students are expected to familiarize themselves with the Important
Course Policy Information (see attached). Please note that I reserve the right to remark any material and
assign a new grade if I deem the previous grade is not an accurate evaluation of the performance.
A+ 90 & up
A 85 & up
A- 80 & up
B+ 77 & up
B 73 & up
B- 70 & up
C+ 65 & up
C 60 & up
D 50 & up
F < 50.0
N = incomplete
Course Work & Evaluations
Four examinations will account for 84% of your final grade (unless you do not complete an
assignment, see below). Each exam will have two sections, which will be equally weighted; one section
with multiple-choice questions and one section with a long-answer question. You will be given several
long-answer questions in advance. I will select two for the exam, and you may choose to answer either
one of the two. If you miss an exam, in the event of illness, accident or family affliction (See UVic
Calendar, 2014-15, p. 35), you must contact me within five days of the exam, meet with me in person to
discuss why you missed the test, then email me a memo outlining the decision we reached regarding
your absence. If you follow this procedure and I accept your reason for missing the exam, I will allow
you to write a make-up exam during the make-up exam schedule set by the department or give you an
average based on the other exams or papers you write. If you do not follow this procedure I may award
you a 0 for the missed exam. That is, I do not automatically allow students to write a make-up exam
or take an average, and may award a “0” for that component of the course. If you require additional
time to complete the course requirements you may apply for academic concession within 10 working
days of the end of the course.
You are welcome to write a paper in lieu of, or in addition to, writing any of the exams (see
below for additional details about the papers). Papers must be submitted 7 days before the exam is
scheduled (see below). I will not accept late papers, regardless of the reason. If you miss the deadline for
the paper, then be prepared to write the exam. If you write both the paper and the exam for any
particular section, I will take the higher of the two marks.
When all the exams/papers have been written, and you have elected to complete the assignment
(see below), I will weight the exam/paper on which you score the highest with an additional 5% and take
off 5% from the exam/paper on which you score the lowest. For example, if you scored 90%, 85%, 85%
and 75% on test/paper one through to four respectively, then I will weight test/paper one as worth 26%
of your final grade and test/paper four as worth 16% of your final grade. Test three and four will each
remain at 21%. The total still comes to 84%, but the weighting of the exams/papers is redistributed in
your favour.
Tentative dates for the exams and test-replacement paper deadlines (you may write the exam, the
paper, or both):
Paper 1
Friday, Sept 19th by 12:30
Test 1 on Chapters 1 to 4 and corresponding lectures/activities
Paper 2
Wednesday, Oct 8th by 12:30
Test 2 on Chapters 5 to 7 and corresponding lectures/activities
Paper 3
Friday, Oct 31st by 12:30
Test 3 on Chapters 8 to 11 and corresponding lectures/activities
Paper 4
Wednesday Dec 3rd by 12:30
Test 4 on Chapters 12 to 15 and corresponding lectures/activities
Friday, Sept 26th
Wednesday, Oct 15th
Friday, Nov 7th
TBA, Final Exam Period
Paper: As noted above, I will accept a position paper in lieu of, or in addition to, writing any exam, a
class presentation, oral defence, or poster-group work. The test-replacement paper must be on a topic
covered in the section of the course for which you were to be tested. Papers that replace class
presentations, group-poster work, or an oral defence may be on any topic covered in class. All must be a
position paper. That is, you will use peer-reviewed research reports to substantiate a specific argument,
point or thesis. It will share similarities to review papers and introductions in research reports found in
such journals as the “Journal of Personality and Social Psychology” and “Psychological Review,”
although you will not be expected to have an hypothesis, define variables of interest, or provide an
exhaustive review. To help you model these styles, read articles from JPSP or PR and note how the
authors introduce their research by contextualizing it to related research. Your work will differ in that I
expect you to state your paper’s thesis in the first paragraph. Furthermore, your work will differ from
published research in that you will be referencing a minimum of five peer-reviewed research reports
(i.e., reports published in scholarly peer-reviewed journals wherein the authors collected and analyzed
data from participants). Please note that it is not enough to report what was found in such reports, you
must also report how it was found, and how the research is connected to your thesis. I will not read/mark
any work past the 1500 word mark (using MS-Word word count; this count will not include the
reference section). Please follow A.P.A. writing guidelines, which includes using a 12 font, 1-inch
margins, double-spacing, etc. No need for a title page or abstract. Consequently, you will have to consult
the “Publication Manual of the American Psychological Association (6th Ed.),” which can be found in
the reference section of the library. Do not plagiarize (see your UVic calendar for details).
Your paper must be posted on CourseSpaces as a Word or Rich-Text file attachment 7 days before
the corresponding exam date, or by the final deadline listed below. I will not accept late papers,
regardless of the reason, so if you miss the deadline then prepare to write the exam. Ignore the “late”
indication on CourseSpaces if you wrote a test instead of a paper. You must save your work in Word or
Rich-text format. I will not mark your paper if it cannot be opened because it was not saved in Word or
Rich-text format (in such instances you will have to write the exam, or receive a “0” for that component
of the course, see the grades section in your course outline). More information regarding specific
requirements for the paper is posted on CourseSpaces in the document “Guidelines for writing
your paper”. Please read this document carefully before you write a paper.
Plagiarism: Submitted work may be checked using plagiarism detection software. Cheating,
plagiarism and other forms of academic fraud are taken very seriously by both the University and the
Department. You should consult for the
UVIC policy on academic integrity. Note that the university policy includes the statement that "A largely
or fully plagiarized assignment should result in a grade of F for the course".
Participation in Activities: Class time will be set aside for class activities (see your tentative timetable
below). Participation in these activities will account for 6% of your final grade. Students will post on
CourseSpaces the necessary material they will have to complete before each activity, which in total will
account for 4 marks (1 mark for each activity), and attendance will be taken in class for each activity,
which in total will account for 2 marks (0.5 marks for each discussion), totalling 6 marks. It is each
student’s responsibility to have read and completed the necessary components for each activity before
coming to class. Details regarding each activity will be posted on CourseSpaces. There will be no makeup marks or assignments for missed activity submissions or attendance, regardless of the reason.
Class Presentations, Group Posters, Paper, Oral Defence or Nothing: You may choose to present on
a particular topic that is covered in any section, work in a group to submit a digital poster online, work
individually or with one other person to submit a paper, take an oral test on two assigned research
articles, or not submit an assignment. There is no need to contact me indicating your preference unless
you are giving a presentation or taking an oral test on two assigned articles. Simply submit one or two of
your assignments as outlined below, and as specified in the guidelines posted on CourseSpaces, or not.
That is, you may submit two different assignments (e.g., a poster and a paper; you cannot submit two
posters or two papers). If you choose to submit two different assignments, I will award the higher mark
of the two as your assignment mark and I will replace the lowest grade you received on any component
of your tests (e.g., multiple-choice or long-answer), or ½ of your test-replacement paper, with the second
assignment mark, if the assignment mark is higher. For example, if you do a presentation and an oral
defence, and get an 85% on the presentation and an 80% on the oral defence, then your assignment mark
will be 85% or 8.5 out of 10. Hypothetically, if the multiple-choice section on test 1 was your lowest
score, wherein you received 60%, then I will change that score to an 80%. I will not change your longanswer score. However, your overall test score will increase, which will also boost your overall mark
because the re-weighting, as described above, will still be applied. If your lowest mark was on a testreplacement paper, for example 60%, then I will transform the 30/50 (60%) on half the paper into 40/50
(the 80% on your second assignment) and your new test-replacement paper grade will be 70%. Then the
reweighting, as outline above, will be applied.
Option 1. Group Posters: If you choose to work on a group digital poster, you may pick any topic
covered in class. You do not need to run the topic by me. The digital poster must be saved in PDF file
format on one page, and posted on CourseSpaces’s Assignment before the last class. I will not accept
late posters, posters from individuals, groups smaller than 3 or larger than 5. Once again, your group
must have at least 3, but not more than five people; otherwise I will not accept your work. More
information regarding specific requirements for the poster is posted on CourseSpaces in the
document “Guidelines for Group Poster”. Total marks = 10.
Option 2. Class Presentations: Students may give a 10-minute lecture on any topic covered within
the section of the course in which the presentation is to be given. Students may present on their own, or
with one other student. You must email me if you wish to present because we will need to coordinate
with the topic and time. More information regarding specific requirements for class presentations is
posted on CourseSpaces in the document “Guidelines for Class Presentations”. Total marks = 10.
Option 3. Paper: Students who do not want to work in a group on a digital poster or give a class
presentation may elect to write a paper, either on their own or with one other student. More
information regarding specific requirements for the paper is posted on CourseSpaces in the
document “Guidelines for writing a paper”. Please note that the paper submitted for this component
of the course, or any component of that paper (e.g., sources) cannot be used for any of the testreplacement papers (e.g., a source in a test-replacement paper), poster, or presentation. However, the
requirements for this paper are the same as the requirements for test-replacement papers with the
exception that the paper option topic can be on anything covered in the entire course. The paper for this
option must be submitted in the CourseSpaces Assignment “Paper Option” before the last class. I will
not accept late papers. Total marks = 10. Do not put this paper in the Test-replacement Assignment.
Option 4. Oral Defense of two assigned research articles: If you elect this option you will have to
contact me in person or via email to arrange a meeting date and time, which will have to be outside of
office hours and class. I will assign you two articles to read no more than 7 days before our meeting. I
will ask you various questions about the assigned reading. The oral defence will take at least 30 minutes.
I will not conduct oral defenses in the last week of classes. More information regarding this
assignment can be found on CourseSpaces in the document “Guidelines for Oral Defence.” Total marks
= 10.
Option 5. No Assignment: Students may elect not to complete any assignment. Your 12% will be
based on your total test score. If you choose this option, you will only receive the bonus .5 mark for
submitting a photo of yourself (see below). You will not receive the other bonus marks, nor the
weighting as outlined above (i.e., your lower score will not be dropped by 5% and your highest score
will not be raised by 5%). For example, if you receive an average of 75% on your four tests, then you
will receive 75% of 94, which is 70.5/94. Your score on the activities, which is out of 6, will be added to
this mark.
Bonus Marks
Photograph (total = 0.5 marks)
You will receive ½ a bonus mark if you submit onto CourseSpaces’s assignment “Photo” a
recent digital or scanned photograph of yourself (head and shoulders – with glasses if you wear them,
but no sunglasses or hat – I would like to be able to see your eyes). Please do not embed your photo in
a document. Your photos are due before the first test. This process will help me learn your names. You
will lose part or all of your bonus mark if you do not follow these instructions.
Research Participation (total = 1 mark)
Students who choose to complete the assignment above may earn up to 1% extra credit toward
their final grade by participating in research studies conducted in the Department of Psychology. Each
15 minutes of participation will earn 0.5 point and up to 2 points may be credited toward this course.
Thus, one hour of participation would earn the full 1% extra credit. For details on participating in
research studies, go to the Department of Psychology web site ( and click on the
research link near the top of the page, then click on the Participant Pool link at the left of the new page
to see instructions for participating in the system.
Article Review as an alternative to participation in research
Students are not required to participate in research, and not all students wish to do so. As an
alternative, students may instead opt to gain research experience by writing a review (2 pages double
spaced) of a journal article reporting original research relevant to the course. The review will be worth
one mark for extra credit and only one review will be accepted. Suitable journal sources include:
Journal of Personality and Social Psychology, and Personality and Personality and Social Psychology
Bulletin. You must obtain approval from the instructor for the article you have chosen before writing a
review. To receive credit, you must follow these guidelines:
• If you wish to select this option, you must notify the course instructor no later than the second
term test.
• You cannot use an article for this review that was used for any other component of the course
(e.g., test or poster replacement paper, etc.).
• Completed reviews must be posted on CourseSpaces Assignment “Sona Replacement Review”
in either rich-text or Word format no later than the last day of class in this course. Late submissions will
NOT be accepted under ANY circumstances.
• Fully identify the title, author(s), source, and year of the article.
• Clearly summarize the psychological concepts in the article, the reported results, and the
implications of the results. Critically evaluate the application or treatment of the concepts in the article.
If you discover something that is incorrect, identify the error and its implications for the validity of the
article. You may find, for example, misleading headings, faulty research procedures, alternative
explanations that are ignored, failures to distinguish factual findings from opinions, faulty statements of
cause-effect relations, errors in reasoning, etc.
Evaluation Criteria
I use the I.C.E. as a method of grading all material. Specifically, “I” stands for information, “C”
stands for connections, and “E” stands for expansions. I evaluate the quality of the information, that is,
whether the facts are accurate, clear, and comprehensive. This will require you to consider, explain, and
justify points you raise and why. In doing so, you may document that Point A and Point B are premises
to Conclusion C. These connections must be explicitly defined. You should not be making assumptions
about my knowledge. The material should stand on its’ own. Finally, and as noted above, the
information and connections you make must have some relevance. That is, you must substantiate why
you are discussing C or connecting Point A with Point B. Expansions may be ramifications, conclusions,
justifications, rationalizations, explanations, etc. They are all about the “why?” or “so what?” In relation
to ICE, I typically dock marks rather than give marks. That is, I look forward to an insightful experience
when I commence reading your work. Anything that interferes with that experience I see as a flaw. I
typically deduct 2.5 marks on a 100-point scale for minor flaws (e.g., typos, disorganized thought, etc.),
5 marks for more severe flaws (e.g., sentence fragments, weak definitions, unnecessary quotation, etc.),
and 10 marks or more for egregious flaws (e.g., key points are confused or misunderstood, missing
definitions, etc.). Finally, a piece of writing may have all the necessary components, that is, it takes me
from point A to point B, but because it was difficult to read or flawed will not be considered first class
work. This can often be a matter of style, organization, grammar or a combination of a number of issues.
“A” work is engaging, insightful, and flawless. The more creative, engaging and insightful the work is,
the more likely it will receive an “A+” (such work would be worthy of publication), while the less
creative, insightful and engaging, but still relatively flawless the work is, the more likely it will receive
an “A -.” As flaws start to define the work, the letter grade drops (e.g., to a B, C, and hopefully never,
to a D or F). For feedback on your tests, I encourage you to book an appointment with me. I will set
aside time for us to meet and will clear my office when your time roles around. Best to knock to let me
know when it is your time so I do not go over with the person I am with. Then I will happily review your
exam with you pointing out concerns or explaining issues I may have had. For those who submitted a
paper, you will find feedback regarding your work on the same CourseSpaces page where the
assignment was originally posted, typically with the TA’s initials, my first name added to the file name
or the term “marked” appended (e.g., “Jane Doe marked.docx”). Please allow us up to 4-5 days to mark
all the papers. Comments will be written in your document via track changes. Once your work is
evaluated, a mark will be posted, which will appear in the grades area of CourseSpaces. Please review
the comments embedded in your text, and if, after reviewing your work and feedback, you have any
concerns or questions, please use the following protocol:
You will need to open the marked document that includes the comments and grade (i.e., the work you
submitted that was returned to you with the feedback). Ensure that the track changes function is on and
working so that you can respond in writing to the feedback to which you have concerns or questions. I
would like you to respond to the feedback and if possible, provide documentation and/or a rational for
concerns you may have (best to refer to the guidelines for the particular assignment involved). Save your
updated file and send it to me as an attachment via email. This process will afford me the ability to see
your work, the criticisms, and your responses to those criticisms. I will then get back to you with my
decision or we can agree to meet. Please be advised that I will not meet with you to discuss your work
until I have received your comments regarding the feedback within the work itself as outlined above.
Please note that if the TA marked your paper and the mark I calculate based on my re-grading is
either lower or higher, my mark will be your final grade. That is, your mark may increase or
decrease depending on my final decision. In the event that I marked your work, and my second
mark differs from my first mark, I will award you the average of the two marks.
Tentative schedule
Tuesdays, Wednesdays & Fridays 12:30 to 1:20 in Elliot 167
Sept 3 Wednesday
Sept 5 & 9 Tuesday
Sept 10 & 12
Sept 16 & 17
Sept 19 & 23
Sept 19
Sept 24
Sept 26 Friday
Chapter 1 (The Discipline of Social Psychology) 44 pages
Chapter 2 (The Social Self) 47 pages
Chapter 3 (The Social Perceiver) 48 pages
Chapter 4 (The Social Judge) 46 pages
Last day to add courses – ensure you are registered
Finish lectures & Activity 1
Test 1 on Chapters 1-4 (185 pages), course outline, and corresponding
lectures/activities, photos must be posted on CourseSpaces before class
Sept 30 & Oct 1
Chapter 5 (Communication) 43 pages
Oct 3 & 7
Chapter 6 (Persuasion) 36 pages
Oct 8 & 10
Chapter 7 (Close Relationships) 42 pages
Oct 13 Monday
Thanksgiving Holiday
Oct 14 Tuesday
Finish lectures & Activity 2
Oct 15 Wednesday Test 2 on Chapters 4-7 (121 pages) and corresponding lectures/activities
Oct 17 & 21
Chapter 8 (The Social Group) 36 pages
Oct 22 & 24
Chapter 9 (Social Influence) 36 pages
Oct 28 & 29
Chapter 10 (Group Behaviour) 37 pages
Oct 31 & Nov 4
Chapter 11 (Intergroup Relations) 37 pages (Oct 31, last day to withdraw)
Nov 5 Wednesday
Finish Lectures & Activity 3
Nov 7 Friday
Test 3 on Chapters 8-10 (146 pages) and corresponding lectures/activities
Nov 10 to 12
Reading Break
Nov 14 & 18
Chapter 12 (Improving Intergroup Relations) 43 pages
Nov 19 & 21
Chapter 13 (Understanding and Controlling Aggression) 43 pages
Nov 25 & 26
Chapter 14 (Altruism & Justice) 45 pages
Nov 28 & Dec 2
Chapter 15 (Social Psychology: An Overview) 45
Dec 3 Wednesday Finish lectures, Activity 4 & Assignments due
Dec 8th – 22nd
Exam period, TBA, Test 4 on all material covered after Test 3 (176 pages)
Department of Psychology
Important Course Policy Information
Winter 2014-15
Students who remain in courses for which they do not have the prerequisites do so at their own risk. Students
who complete courses without prerequisites ARE NOT exempt from having to complete the prerequisite course(s)
if such courses are required for the degree program.
Program Requirements
For more information see pages 215-217 of the UVic Calendar 2014-15.
Registration Status
Students are responsible for verifying their registration status. Registration status may be verified using My Page,
View Schedule. Course adds and drops will not be processed after the deadlines set out in the current UVic
Commitment to Inclusivity and Diversity
The University of Victoria is committed to promoting, providing and protecting a positive and supportive and safe
learning and working environment for all its members.
In the Event of Illness, Accident or Family Affliction (See UVic Calendar, 2014-15, p. 35)
What to do if you miss an exam other than one scheduled during the formal examination period
Do not apply at Records Services for a “Request for Academic Concession”. Instead submit documentation of the
illness, accident or family affliction directly to your course instructor (or designated teaching assistant).
What to do if you miss an exam scheduled during the formal exam period
Apply at Records Services for a “Request for Academic Concession”, normally within 10 working days
of the date of the exam. Records Services will forward the form to the instructor. If the concession is
granted, the instructor will determine how to deal with the situation (for example, a deferred exam).
Where a concession is not applied for or where such application is denied, an N grade will be entered on
the student’s academic record.
OR, you can download the Request for Academic Concession form here:
What to do if you require additional time to complete course requirements
Apply at Records Services for a “Request for Academic Concession”, normally within 10 working days
of the end of the course. Records Services will forward the form to the instructor. If the concession is
granted, the instructor will determine how to deal with the situation. Where a concession is not applied
for or where such application is denied, an N grade will be entered on the student’s academic record.
OR, you can download the Request for Academic Concession form here:
Policy on Academic Integrity including Plagiarism and Cheating
The Department of Psychology fully endorses and intends to enforce rigorously the Senate Policy on Academic
integrity ( , p. 32-34, UVic Calendar 2014-15). It
is of utmost importance that students who do their work honestly be protected from those who do not. Because
this policy is in place to ensure that students carry out and benefit from the learning activities assigned in each
course, it is expected that students will cooperate in its implementation.
The offences defined by the policy can be summarized briefly as follows:
1. Plagiarism. You must make sure that the work you submit is your work and not someone else’s. There
are proper procedures for citing the works of others. The student is responsible for being aware of and
using these procedures.
2. Multiple Submission. Only under exceptional circumstances may a work submitted to fulfill an
academic requirement be used to satisfy another similar requirement. The student is responsible for
clarifying this with the instructor(s) involved.
3. Falsifying Materials Subject to Academic Evaluation. This includes falsification of data, use of
commercially prepared essays, using information from the Internet without proper citation, citing sources
from which material is not actually obtained, etc.
4. Cheating on Assignments, Tests, and Examinations. You may not copy the work of others in or out of
class; you may not give your work to others for the purpose of copying; you may not use unauthorized
material or equipment during examinations or tests; and you may not impersonate or allow yourself to be
impersonated by another at an examination. The Department of Psychology has a policy of not making
old examinations available for study purposes. Therefore, use of old exams without the express written
permission of the instructor constitutes cheating by the user, and abetting of cheating by the person who
provided the exam.
5. Being an Accessory to Offences. This means that helping another student to cheat (for instance, by
showing or communicating to them answers to an assignment, or by allowing them to view answers on an
exam) is an academic offence.
Instructors are expected to make every effort to prevent cheating and plagiarism. This may include the
assignment of seating for examinations, asking students to move during examinations, requests to see student
identification cards, and other measures as appropriate. Instructors also have available to them a variety of tools
and procedures to check for Internet and electronic media-based cheating. In instances of suspected or actual
plagiarism or cheating, instructors, following prescribed procedures, are authorized to take steps consistent with
the degree of the offence. These measures will range from a zero on the test or assignment or a failing grade for
the course, probation within a program to temporary or even permanent suspension from the University.
Rights of Appeal are described in the Policy on Academic Integrity in the University calendar (on p. 32-34 in
The definitive source for information on Academic Integrity is the University Calendar (p. 32-34 in 2014-15)
Other useful resources on Plagiarism and Cheating include:
1. The Learning Skills program:
2. The Ombudsperson’s office:
3. The English Department:
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