As other commenters have pointed out, it's generally defined in the first days of the course. Speaking from my former job as "professor", the problem with chea

As other commenters have pointed out, it's generally defined in the first days of the course. Speaking from my former job as "professor", the problem with cheating is that students are not benefitting from the work of others. They think they are, because they think the product of the class is a grade. But I taught math. This point of view is only successful if one can maintain the cheating throughout all classes and then one's job, which is an awful lot of work and in fact even harder than just learning the d(*& math. From my point of view, I tried to use psychology to "trick" students into learning when they were inclined to cheat -- making the process of iteration into something worth points (you don't show me an imperfect MVP and then improve it? you don't get points), making acknowledgement of collaboration and outside sources into something worth points, etc. I also provided old copies of all my exams going back several years, some with answers, because I wanted all students to have an equal playing field. Last, I always included a question or two very similar to/identical to a question on a previous exam or homework. You might think this is just bad teaching, but it was actually a quite useful tool: since I telegraphed it beforehand, students actually studied the old tests/homework, thereby accidentally learning something, and then when a surprising number of students did terribly on something word-by-word from a previous test, we got to talk about effective learning techniques. Cheating is relatively predictable in character. Use the impulses and mechanisms gently against reluctant students to trick them into learning despite themselves. It's way more fun than the alternative.