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Honesty Matters: Strategies for Fostering Academic Integrity Ms. Deborah C. Bell Director for Academic Honesty Mr. Hunt Revell Coordinator.

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Presentation on theme: "Honesty Matters: Strategies for Fostering Academic Integrity Ms. Deborah C. Bell Director for Academic Honesty Mr. Hunt Revell Coordinator."— Presentation transcript:

1 Honesty Matters: Strategies for Fostering Academic Integrity Ms. Deborah C. Bell Director for Academic Honesty Mr. Hunt Revell Coordinator for Academic Honesty University of Georgia Athens, Georgia 30602 706-543-4336

2 Quick Introductions  Your Name  Your Institution – public/private  The role you play in the academic honesty process at your institution

3 Quick Facts  UGA today  Academic Honesty, Academic Affairs  Facilitated Discussion Model  Faculty, Administrators, & Staff Volunteers  Students apply to serve as Panelists  Every instructor is required to include honesty expectations on the course syllabus  “A Culture of Honesty Earns a Degree of Respect”

4 Possible Dishonesty Reported to the Office of the VP for Instruction LEVEL 1: Instructor/Student Facilitated Discussion Allegation Dismissed Dishonesty & Sanction(s) Agreement * Dishonesty – No Sanction Agreement No Agreement or Student Rescinds LEVEL 2 : Instructor/Student Continued Discussion with Academic Honesty Panel Allegation Dismissed Dishonesty Confirmed & Sanction Assigned LEVEL 3: Subsequent Violation Acknowledged or Confirmed at Levels 1 and/or 2. Student Required to Meet with Multiple Violations Review Board Appeal to Vice Provost Allegation Dismissed or Sanction Modified Decision Upheld Appeal to USG Board of Regents Sanctions: Level 1 – Determined by instructor & student (* Subject to student’s 5-day right of rescission) Level 2 – “0” on assignment(s) & at least one of the following:  “F” in course  Transcript Notation  Suspension  Dismissal  Expulsion Level 3 – Transcript notation & one of the following:  Expulsion  Dismissal  Suspension The University of Georgia’s Facilitated Discussion Model for Resolving Academic Honesty Issues

5 Our Process  Fair  Educational  Quick  Academic  Exclusive method for reporting possible violations  Protects students’ rights and instructors’ jobs

6 Dishonesty on the Rise ?!?! (or are more faculty reporting)

7 Fall Semester 2013 258 students reported

8 Facilitated Discussion Survey, Fall 2013  Who: Students and Instructors  What: bP1m0scfphqv3f bP1m0scfphqv3f  When: Within One Week, with up to two (2) reminders  How: Qualtrics!  Why: To Create Actionable Data for Developing Strategies

9 By the Numbers  334 surveys sent (226 students, ~97 different instructors from  135 responses= 40% response rate  ~95% of instructors and 80% of students agreed the Facilitated Discussion was fair, education, and neutral

10 By the Numbers (continued)  26% of reports (58 of 226) were dismissed  43% of instructors had never reported before  37% of students whose reports were dismissed still responded to the survey

11 By the Numbers (continued)  72 % of students were in their 1 st or 2 nd year at UGA  21% were transfer students (20% at UGA)  28% were Greek (26% at UGA)  12% English was not native language (~5-6% at UGA)  4.5% First Generation (???)  94% of students were aware of the academic honesty policy, yet 33% claimed they were unaware their action was a violation  Another 13% claimed they did not understand citation rules, and 18% “felt forced or pressured into agreeing” to a violation of the honesty policy.

12 Excuses - Everyone has one!  I waited until the last minute to complete my assignment(s)  I wasn't adequately prepared for my quiz, test, or exam  I was afraid of losing financial aid because of poor grades  Others are cheating and gaining an unfair advantage  I was unaware that my action was a violation of the policy  I don't have time for the demands of college-level academic work  I did not understand citation rules and styles

13 Excuses (continued)  I worked with a friend/classmate on an assignment that was supposed to be done individually  I have performed similar actions in other courses without it being reported  UGA's expectations are unreasonable or unfair  I felt forced or pressured into agreeing that I violated the policy  Other (please explain)

14 Student Responses to Process

15 Individual Student Responses  “I was treated fairly in the discussion and the matter was resolved by myself and my professor. This issue will never occur again.”  “I truly forgot to cite part of my answers…I thought judging this absolutely careless mistake a violation was too much…I think the professor should at least discuss with me first.”  “I was in the wrong when I violated UGA’s academic honesty policy. There is no denying that.”

16 Individual Student Responses  “I was in the wrong when I violated UGA’s academic honesty policy. There is no denying that.”  “I looked on someone else’s test for one of my answers when I knew they were different tests. I made a bad decision and it will NEVER happen again.”  “I feel the facilitated discussion protects the teacher more than the student.”

17 Individual Student Responses  “The facilitator as well as the instructor were both very good at truly listening to the discussion and did not seem to have prior decision about the situation made. It was a very fair way to have all parties heard and understood.”  “The instructor and facilitator were both kind and understanding in our discussion.”

18 WHAT!?!?!??!  “I was teamed up against for a facilitated interrogation.”

19 What are Students doing?

20 What are Students doing?  Presentations: Classes, Student groups, Orientation testing  Promotion: Fun events, Campus presence, Honesty Awareness Week  Partners: Student Judiciary, International Student Life, School/College Ambassadors  Panels  People: Creative Consultant Outreach

21 Faculty Responses to Process

22 Individual Faculty Responses  “Professional but caring – well done.”  “I was impressed with how quickly and professionally the situation was handled.”  “I appreciate that the student is given information about rights and that the facilitator makes certain that the student can express her or his view of the event. Although the power difference still exists, it feels like a more level field for discussion.”

23 Individual Faculty Responses  “I think a concise, plain-language version of the policy to accompany the full policy would be great.”  “I appreciate the facilitator making it clear to the student that the professor was not singling out the student, but was required to initiate this process”.

24 Individual Faculty Responses  “I value this process as a learning experience for the students, and a way for faculty to safely work through issues of academic honesty.”  “I will include a link to “A Culture of Honesty” in my syllabus in the future, and include a statement on the use of cell phones during class. I will also talk about expectations on the first day of class.”  “The process here makes the experience educational and not as menacing nor stressful for both parties.”

25  “Debbie Bell is an institutional treasure. I cannot imagine how she manages such emotionally-charged proceedings on a daily basis. I know that I can always count on her to be a neutral, calming presence who sets both parties at ease even in the most difficult of mediations…she’s nothing short of amazing.” Individual Faculty Responses -

26 What are Faculty doing?  Syllabus Statement: “As a University of Georgia student, you have agreed to abide by the University’s academic honesty policy, “A Culture of Honesty,” and the Student Honor Code. All academic work must meet the standards described in “A Culture of Honesty”. Lack of knowledge of the academic honesty policy is not a reasonable explanation for a violation. Questions related to course assignments and the academic honesty policy should be directed to the instructor”.  Reminders before quizzes, papers, tests, etc.  Statements on Online Assignments  Plagiarism Tutorials  Presentations

27 What are WE doing?  New student orientation (1 st year, transfer, graduate students, international students)  Online module: Video/player.html Video/player.html  Syllabus Statement  Student Academic Honesty Council, Creative Consultants  Classroom plaques  Academic Honesty Resources  Conducting Surveys  Seeking partners  Managing Webpage

28 Academic Honesty Resources  UGA Librarians  CAPS – Counseling and Psychological Services  Health Promotion  ASPIRE Clinic  UGA Writing Center  Division of Academic Enhancement  Disability Resource Center

29 3-Minute Small Group Discussion What unique techniques do instructors and administrators at your institution utilize to discourage academic dishonesty – encourage academic honesty? Please share 2 of these with the group.

30 GROUP DISCUSSIONS (share lists and discuss whether this will work at your school)

31 Honesty Matters: Strategies for Fostering Academic Integrity Debbie Bell & Hunt Revell Office of the VP for Instruction University of Georgia 114 New College Athens, GA 30602 Thank You!

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