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Faculty / Staff Policies & Procedures

Academic Misconduct

Faculty Guide - Implementation of Chapter 14

To be used in conjunction with Chapter 14 of the Wisconsin Administrative Code.

Questions about these procedures and additional copies of documents are available from the Dean of Students Office at the University of Wisconsin-Green Bay.

Sample Letter for faculty members to officially sanction students for their academic misconduct.

Sample Letter (doc)

To be used for the following sanctions:

  • Lower or failing grade on assignment or test
  • Lower grade in course
  • Failing grade in course
  • Removal from course
  • Written reprimand in file

This sample letter is designed to make it easier for faculty members to officially sanction students for their academic misconduct. The blue text areas indicate information that the faculty member needs to fill in or edit to fit the misconduct. Once the text has been filled in, please restore all text to one color before printing.

UWS Chapter 14 (PDF) is available online so you may print one copy off and include it with the student’s letter as the enclosure. If you need assistance with selecting the appropriate sanction or wording of the letter, please contact the Associate Dean in the Dean of Students Office.

Student Disruptions

Each year we have a few students who become involved in inappropriate behavior that can be disruptive in nature. Disruptive behavior may be a series of actions that grow over several weeks, or a one time incident. Inappropriate behavior may include but not be limited to: overly argumentative, yelling, inappropriate language, or making it difficult for other students to learn. The disruption may be directed at the instructor, or another student.

Proactive Measures the Instructor Could Take

  • Instructors should be clear about expectations for classroom behavior. This includes writing expectations for student behavior in to the syllabus.
  • Give students a verbal overview of your expectations, and ask the class if they have any expectations of each other.
  • Confront little disruptions right away to demonstrate to the class you are holding them to your expectations.
  • Starting the semester with a brief discussion of appropriate classroom behavior (e.g. use of cell phones) sets expectations for your particular class right from the beginning.

Dealing with Disruption

  • Any time a student’s classroom behavior is threatening towards any person (including the student themself), notify University Police immediately (920-465-2300 and press 1 or call 911) and the student will be removed.
  • Instructors should try to use de-escalating tone of voice and language, assertively asking the student to stop the behavior as opposed to ordering the student to stop.
  • Some disruptive behavior can be dealt with by the instructor engaging in informal conversation with the student in a private place.
  • The instructor may want to discuss the disruptive behavior with a counselor in Wellness Center and jointly discuss a plan to stop the behavior.
  • If the student continues to be disruptive:
    • Inform the student that the displayed behavior is disruptive and request the behavior to cease.
    • If the behavior continues, request the student to leave the classroom.
    • If the student refuses to leave, University Police should be called to remove them (465-2300 and press 1).
    • For cases of repeated, blatant and clearly irresolvable disruptive behaviors, instructors should document the situation and contact the Dean of Students Office 465-2152. The Dean of Student staff will consult with appropriate staff, the instructor, and the Academic Dean’s Office in determining an appropriate response, which may include initiating disciplinary proceedings.
  • There may be situations occurring outside the classroom where instructors feel threatened or very uncomfortable with a student’s behavior. Instructors should report these situations to the Academic Deans Office, Dean of Students Office, or University Police Office so appropriate interventions can happen before the matter escalates. Wellness Center services are also available to assist students with Crisis Intervention.
  • Once a disruption occurs, it is helpful for the instructor to keep track of it, should a pattern develop. 
  • Responding To Disruptive Students