As academics, we are generally appalled by students who cheat or plagiarize, perhaps because it violates our sense of right and wrong. As educators who are interested in improving college science teaching, we need be even more concerned. When assessing student learning, we make assumptions about our student population and about the conditions of our assessment. If students are less concerned about academic integrity for assignments that are not tests, they may compromise attempts at assessing learning and testing new techniques. Furthermore, efforts to incorporate collaborative learning may confound the problem. Hutton (2006) points out that social networks built among students can increase the likelihood that students will cheat because student learn that others accept it.