Last month, we focused on the non-academic side of Policy 71 and how the university responds to behaviour that affects the campus community. This month, we are turning toward the academic side of Policy 71. Academic misconduct is something students often hear about, but it can still feel confusing or intimidating when you are unsure what counts as an offence, what the process looks like, or what happens next.
This post breaks down academic misconduct so you can better understand how the policy works and what to expect if a concern is raised.
What Academic Misconduct means at UWaterloo
Academic misconduct refers to actions that compromise academic integrity. Waterloo expects students to follow principles of honesty, fairness, and responsibility in their coursework, assessments, and research. Academic misconduct is handled through Policy 71 Student Discipline, which outlines the formal process and the possible outcomes.
Some of the most common examples include:
- Plagiarism
- Cheating on tests or exams
- Unauthorized collaboration
- Submitting work that was not created by you
- Reusing your own work without permission
- Violating exam or assessment rules
Although these are the issues students tend to think about first, the full list in Policy 71 is broader. If an instructor or teaching assistant believes an academic offence may have occurred, they are expected to report the concern to the Associate Dean of the Faculty.
Where Academic Misconduct Comes Up Most Often
When we talk about non-academic misconduct under Policy 71, we are talking about behaviour that disrupts campus life or affects the safety or experience of others. Here are some examples of what can fall under the policy:
- Threatening or aggressive behaviour
- Damage to property or vandalism
- Misuse of university facilities
- Disrupting classes, labs, events, or operations
- Behaviour involving substances that puts others at risk
These examples are not exhaustive, but they give a sense of the types of issues the university reviews under Policy 71.
Generative AI and Acceptable Use
Generative Artificial Intelligence (GenAI) tools are now a routine part of how students write, plan, study, code, and create. Waterloo recognizes that GenAI can support learning when used ethically. The university provides extensive guidance to help students understand when GenAI is allowed, when it is not, and how to use it responsibly.
Here is what you need to know:
Always follow your instructor’s rules
Your instructor sets the expectations for GenAI use in a course or assignment. Some will allow it with limits, some will ban it entirely, and others will encourage it for specific tasks. Not following those expectations can result in an academic misconduct allegation under Policy 71.
GenAI cannot be used to generate work you then submit as your own
Waterloo’s Academic Integrity guidance makes this clear: Submitting AI‑generated work as if you created it yourself is considered academic misconduct. Students are always responsible for the accuracy, originality, and integrity of what they submit.
Use GenAI as a learning tool, not a shortcut
The university encourages responsible, educational use of GenAI, such as:
- Brainstorming
- Practicing writing
- Reviewing explanations
- Debugging or drafting code
- Reviewing grammar or structure
Waterloo’s GenAI hub provides guides such as:
- How to responsibly use GenAI in writing
- How to cite GenAI tools
- A checklist on how to use AI in assignments
If you use GenAI, you may need to acknowledge and cite it
Waterloo’s guidance provides instructions for documenting GenAI use, including what to say about how you used the tool and how it contributed to your work. Accountability remains fully with the student, even when GenAI was involved.
When in doubt, ask
The most common academic integrity concerns arise from confusion about what is permitted. Asking early prevents misunderstandings.
The Role of the Instructor and Associate Dean
Instructors are required to report suspected academic misconduct, even if the situation is resolved informally. The report is sent to the Associate Dean, who keeps the discipline record and decides next steps.
The Associate Dean has the authority to:
- Review evidence
- Meet with the student
- Decide whether misconduct occurred
- Assign outcomes
This ensures consistency across courses and programs.
You Have Received a Notice of Allegation: What Happens Next
A notice of allegation means the Associate Dean is reviewing the situation. It does not mean a decision has been made. Students have the right to understand the allegation, respond, and ask questions.
Your rights
Students are entitled to:
- A presumption of innocence
- Notice of the allegation
- A chance to respond
- A fair process based on the balance of probabilities
You can bring a support person and share any information you believe is relevant.
Why Context Matters
Academic misconduct cases vary widely. Some involve misunderstandings. Others involve intentional attempts to gain advantage. Policy 71 decisions consider:
- The nature of the behaviour
- The impact
- Whether it was intentional
- Whether there were previous incidents
Understanding the Procedure: Informal vs Formal Resolution
After context is considered, the next step is the resolution pathway. Policy 71 allows for two approaches: informal resolution and formal resolution. Each serves a different purpose.
Informal Resolution
An informal resolution may occur when:
- The alleged misconduct is minor
- It is the student’s first offence
- The instructor believes the issue can be resolved through discussion and a clear educational response
Instructors can propose an informal resolution, but all informal resolutions must be reported to the Associate Dean, who must approve the penalty. If the Associate Dean does not approve it, the case moves to formal review.
Why informal resolution exists:
- It provides a quicker, more educational response
- It avoids a lengthy investigation
- It is often used when misunderstanding or confusion played a role
Formal Resolution
A formal resolution happens when:
- The alleged offence is more serious
- There is significant impact
- It is not appropriate for a quick, educational outcome
- It is a repeated concern
- The student requests a formal review
The Associate Dean leads the investigation and makes the disciplinary decision.
Why formal resolution exists:
- To ensure due process
- To address more serious violations
- To maintain fairness and consistency across the university
Possible Outcomes Under Policy 71
Outcomes vary depending on intention, impact, and context.
Less Serious Outcomes
These may be used when the misconduct was limited or unintentional:
- A grade penalty on the assessment
- A warning
- An academic integrity assignment or educational requirement
- Disciplinary probation:
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What Disciplinary Probation Means
Disciplinary Probation is applied to all students found responsible for academic misconduct. It is not a punishment in itself. Instead, it is an administrative status that:
- Indicates the student has a misconduct record
- Ensures any future concerns are taken seriously
- Signals that the student must be especially mindful of academic integrity expectations
What it is not:
- It does not appear on the transcript
- It does not automatically affect future opportunities
- It does not follow a student forever. The status is 'resolved' upon leaving the institution (i.e. graduation).
It is best understood as a structured warning that the student is expected to learn from the incident and avoid further issues.
More Significant Outcomes
These may be used when the impact is wider or the behaviour was intentional:
- A course grade penalty
- Additional academic integrity requirements
- Loss of certain privileges
- Temporary restrictions
Most Serious Outcomes
Reserved for the most severe cases:
- Suspension
- Expulsion
Suspensions and expulsions appear on the transcript and may affect academic progression.
What to Expect in a Decision Letter
Once the Associate Dean has completed their review, they will issue a decision letter. This is an important document because it confirms the outcome and explains how the decision was reached. Policy 71 requires that students are informed of the case, the evidence, and the decision, all of which are reflected in this letter. [narcity.com]
A typical decision letter includes:
The Allegation
A summary of the specific academic misconduct concern that was reviewed. This usually references:
- The course
- The assignment or assessment
- The particular behaviour that raised concern
What the Review Involved
A description of the steps taken during the review, which may include:
- A summary of the evidence considered
- Notes about meetings or discussions with the student
- Any additional information gathered by the Associate Dean
This reflects Policy 71’s requirement that the student be aware of the case and the evidence.
The Decision and Why It Was Made
The Associate Dean’s determination of whether misconduct occurred, supported by an explanation of how they reached that conclusion.
This explanation often connects the evidence to the decision and outlines how Policy 71 was applied.
The Outcomes and Their Impact
The letter will list the assigned outcomes and explain:
- What each outcome means
- What the student must complete
- Any deadlines
- Any restrictions
If the outcome is suspension or expulsion, the letter will also clarify:
- When the suspension begins and ends
- Whether it appears on the transcript
- Any conditions for returning
Information About Appeals
The decision letter also tells the student that they have the right to appeal, and under what policy that appeal occurs.
Students should keep their decision letter for their records, as it outlines the complete history of the case and any next steps they need to take.
Next Steps: The Appeal Pathway
If a student believes the decision was incorrect or unfair, the next step is to appeal through Policy 72 Student Appeals. Policy 72 outlines the grounds for appeal, such as:
- A procedural error
- New evidence
- An unreasonable outcome
Policy 72 provides students with a formal, structured way to request a further review.