Academic dishonesty and its consequences have become increasingly complex. Highly accessible electronic media, profound consequences for misconduct and reporting, and lack of standard practice intensify the issues. We surveyed 270 faculty members to determine whether they had been confronted with plagiarism and if they felt prepared to deal with it. Using case studies, we examined faculty characterizations of the severity of students' uncited use of another's work, and their suggested actions, reports, and sanctions, by source, use, and amount of material. In addition to multiple interactions, we found that faculty members' perceptions of severity strongly mediate the consequences they recommend. However, within-case, recommended consequences (e.g., course actions, reports and sanctions) vary widely. Implications for development of guidelines based on level of plagiarism are discussed.