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ACADEMIC INTEGRITY. COMMUNITY EXPECTATIONS All members of the campus community will:  make a commitment to create a community of learners who trust one.

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Presentation on theme: "ACADEMIC INTEGRITY. COMMUNITY EXPECTATIONS All members of the campus community will:  make a commitment to create a community of learners who trust one."— Presentation transcript:


2 COMMUNITY EXPECTATIONS All members of the campus community will:  make a commitment to create a community of learners who trust one another and who act responsibly in the pursuit of knowledge.  be honest.  do their own work.  respect the work of others.

3 COMMUNITY RESPONSIBILITY All members of the university community--students, faculty, and staff--share the responsibility to challenge and report acts of suspected academic dishonesty, although we do not have an Honor Code. Faculty and staff have the responsibility to deal equitably but firmly with reports of dishonesty supported by evidence.

4 UNIVERSITIES TODAY  Between 40 and 70 percent of all college students have admitted cheating.  Researchers have identified factors that influence dishonest behavior: -competition and pressure for good grades; -perception that course is unfair; -faculty perceived as uncaring or indifferent; -lax attitude of faculty toward dishonesty; -peer pressure to support a friend; and -campus culture is tolerant of dishonesty. Barbara Gross Davis, UC Berkeley

5 EXAMPLES OF ACADEMIC DISHONESTY  Plagiarism: Presenting the words or ideas of someone else (including text from anonymously authored web pages) as one's own in papers or assignments.  Submitting a paper or assignment that contains ideas or research of others without appropriately identifying the sources of those ideas.  Submitting someone else's work as one’s own work: Submitting a paper or assignment as one's own work when a part or all of the assignment is the work of another.  Obtaining a paper from the Internet and submitting it as one's own work.

6  Turning in a paper that has been purchased from a commercial research firm.  Submitting work previously presented in another course.  Arranging to give or receive answers by use of signals, notes, or technological devices during an exam/quiz.  Copying with or without the other person's knowledge during an exam/quiz.  Obtaining a copy of an exam/quiz in advance of its scheduled administration.  Using notes, textbook, or other reference materials during an exam/quiz when it is not allowed.  Collaborating with other students on assignments when collaboration is not allowed.  Altering answers on a graded assignment and submitting it to be re- graded.

7  Destroying or stealing the work of other students.  Falsification or invention of any information or citation in a paper, lab, or assignment.  Intentionally or knowingly helping or attempting to help another person cheat or plagiarize.  Doing assignments for someone else.  Accessing and altering records in a grade book.  Misrepresentation of circumstances surrounding academic work, assignments, or attendance.  Padding a “works cited” page with sources not actually consulted.

8 EXPECTATIONS FOR HONEST WORK:  Inform students of academic standards for scholarship and conduct in your syllabus.  Do not presume that students know what counts as plagiarism or cheating; discuss it with them.  Share clear examples of proper citations for research papers.  Clarify the types of collaboration allowed (if at all) for various assignments.  Explain the appropriate way to use the internet for research within your field/course.  Explain how cheating harms you, them, and other students, and describe campus sanctions.

9 TIPS FOR PREVENTION  Minimize the opportunities for cheating and plagiarism.  Create multiple forms of tests and quizzes.  Develop creative, unique assignments that cannot be easily plagiarized.  Require “drafting” of papers to encourage students to plan ahead and to read early examples of students’ writing.  Provide clear expectations about and demonstrate use of references and appropriate citations for your course.

10 TIPS FOR PREVENTION  Ask questions that demonstrate students’ thinking and reasoning, not just “the factual answers”.  Provide numerous opportunities to earn grades without undue pressure on any one assignment.  Be ever mindful of how technology may be used to aid students during class or while taking quizzes/exams.  Take visible actions to detect dishonesty so that students know you will not tolerate cheating.  Use TurnItIn software through D2L Drop Box.  Be vigilant during exams and quizzes.

11 RESPONDING TO ALLEGED INFRACTIONS Operating Principles:  If you suspect cheating is occurring (or has occurred), respond swiftly.  Grade and academic judgments are the province of the faculty.  Problems arising from academic dishonesty (cheating, fabrication, plagiarism) or faculty error (judgment affected by prejudice or capriciousness) should be resolved through established grievance procedures.  NOTE: Faculty should respond to allegations and complete paperwork for all infractions even if a student withdraws from the course.

12 HANDLING ALLEGED INFRACTIONS POLICY MANUAL: INFORMAL GRIEVANCE PROCESS STUDENT HANDBOOK: SECTION III.A. First Steps  Discuss situation with Dean/Program Director for the course to evaluate the evidence and determine the appropriate next steps to address the situation.  Document the situation on a Confidential Report of Academic Dishonesty form (available on the Portal).  Meet with the student regarding accusation - Give student a clear opportunity to review evidence and witness statements, and respond to accusation BEFORE determination of penalty (if any).  If necessary, conduct additional investigation, meet with Dean/Program Director again, and/or student again.

13 NEXT STEPS: ACADEMIC DISHONESTY  Contact the Registrar or Dean of Students to determine whether the student has been documented for a previous infraction. (If so, forward the case to the student’s academic advisor. If not, follow the steps noted below.)  Determine an appropriate penalty for the infraction up to Failure for the course or Removal from the course. (Recommendations for more serious sanctions require involvement from the student’s academic program.)  Faculty member completes the Confidential Report of Academic Dishonesty (available on the Portal) and forwards it to the Dean who oversees the course.

14 NEXT STEPS CONT’D.  Course Dean prepares letter to student and informs student of appeal process. Copies are sent to those indicated at bottom of form, and file goes to student’s Academic Dean.  The report will be kept in the student’s advising file, permanent academic file, and permanent student life file.

15 POTENTIAL CONSEQUENCES (WITHIN THE PURVIEW OF THE FACULTY MEMBER) :  repeating a particular assignment with appropriate penalty  assigning a failing grade on the particular assignment, lab, paper, or quiz/test  assigning a lower grade in the course  assigning a failing grade in the course  removing the student from the course

16 POTENTIAL CONSEQUENCES (THESE ACTIONS REQUIRE HIGHER LEVEL INVOLVEMENT):  disciplinary probation requiring the development of a behavioral contract monitored by the Center for First-Year Experience and Academic Success  dismissal from an academic program  suspension or expulsion from the university

17 FORMAL NOTIFICATION :  After the Dean receives the Confidential Report of Academic Dishonesty, a letter is sent to the student detailing the nature of the alleged offense, the investigation that took place, and the consequences of the infractions, if any. The letter also reminds the student that future cases of academic dishonesty may result in more serious consequences.  The Dean will also advise the student of the option to appeal the decision through the Grievance Process.

18 SUBSEQUENT VIOLATIONS:  If a subsequent Confidential Report of Academic Dishonesty form is filed, the student's advisor, in consultation with the student’s Dean, will determine the appropriate consequences for the infraction. (See previous slide on Potential Consequences that require higher level involvement.)

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