Code of honor for students and teachers at all courses and programs given by the School of Computer science and communication
This code of honor applies to all courses and programs given by the CSC school consists of a text giving motivations and explications and five explicit regulations.
It is in the interests of both teachers and students to maintain an open environment characterised by mutual trust. Both teachers and students contribute to the quest for knowledge in a positive academic spirit.
Education is intended to instill a professional work approach – including for instance professional integrity, understanding and acceptance of responsibility. Professional integrity means that all work carried out in your name is just that. If any project includes contributions from other parties, such contributions are acknowledged. Understanding means that, as far as possible, you understand why a solution (to an assignment or a professional task) is a good solution. Accepting responsibility means that it is your responsibility to ensure that your solution has the qualities that are to be expected.
The teachers and students of the CSC's undergraduate group adopted, in May 2005, the following code of honor and regulations for examinations for all CSC courses. The basic concept is taken from the Stanford University code of honor that has existed for some considerable time. The purpose is to uphold a common concept of honour. If students and teachers adhere to this code, greater resources can be channelled to other purposes than supervisory and control measures.
Code of honor
Evaluation of knowledge and skills are valuable elements of education. The teacher shall always keep this in mind when setting laboratory assignments, home assignments etc., as well as the written, traditional examination.
Each student shall honestly declare the work that he/she has done and what he/she has not done. It is dishonest to copy texts or programming code. In certain circumstances, however, it can be appropriate to quote a certain authority. The student shall then clearly indicate what is a quote and the author. At other times it can be appropriate to use a complete programme example, e.g. from the course literature. Any student doing this must openly declare it. It is wrong to acquire a previously completed solution to an assignment but it is permissible to use some help when in difficulties. Such help shall be openly acknowledged.
Teachers shall endeavour to set assignments that do not readily tempt students to copy. Assignments ought to be of reasonable difficulty and assessment of students' work shall be made in a spirit of generosity.
If students have contributed to different degrees during group assignments, this shall be freely admitted. It is wrong to attempt to take advantage of other group member(s) but it is justifiable to allow a smarter or more ambitious student to receive due acknowledgement for his/her efforts. The role of the teacher is to permit all group members to demonstrate their individual efforts. Frankly declared errors ought to be judged generously.
What is examination
The majority of students are very dedicated and for them it is a point of honour to complete their assignments independently and seriously in order to achieve a high level of learning. Unfortunately however, there are exceptions.
The Swedish regulations governing universities and colleges of higher education stipulate that disciplinary measures may be taken against students using prohibited aids or in any other way attempting deception at an examination or at any other time when study performance is judged, i.e. cheating attempts. Teachers, in accordance with the same regulations, are obligated to report well founded suspicions of deception. Such matters are dealt with by KTH’s (SU’s) disciplinary board, of which the president is chairman.
The purpose of these regulations is to clarify what is permitted and what is forbidden. Any breach of these regulations (other than pure carelessness) is regarded as cheating.
The regulations below apply to all examinations in all KTH courses. Course management can supply complementary directives for individual courses.
In addition to the rules stated below, the KTH rules for examinations apply.