1. I can identify characteristics of coursework that is created with integrity. 2. I can identify how I can use information from outside sources in ways that avoid academic misconduct. 3. I am able to locate ways that I can support facts in my written assignments. 4. I can contrast types of help that are appropriate with those that would be considered unauthorized. 5. I can draw connections between. 6. I can identify how course materials like the syllabus and assignment guidelines convey expectations for a course to help me avoid academic misconduct. 7. I can identify how to locate expectations for coursework I am assigned. 8. I can use my university’s policy to understand what is permitted and what is prohibited in preparation of my coursework. 9. I can identify ways that academic misconduct may be less intentional. 10. I can identify more intentional types of academic misconduct. 11. I can identify issues of ownership that are examples of certain aspects of academic misconduct. 12. I can identify how attribution can help me avoid issues of ownership in my coursework. 13. I can identify issues of use that are examples of certain aspects of academic misconduct. 14. I can identify how I can avoid misusing my own work individually and in group settings. 15. I can identify how some uses of course materials are considered to be academic misconduct. 16. I can identify how misuse of work can be considered sabotage. 17. I can identify issues of representation that are examples of certain aspects of academic misconduct. 18. I can identify when it is unauthorized to claim credit for others’ work. 19. I can identify issues of truth and representation to settings outside the university. 20. I can understand how academic policy language for prohibited misconduct connects to ownership, use, and representation. 21. I know the three most important things to consider when deciding if an action strays into academic misconduct and I am confident in my ability to avoid academic misconduct.