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Building Academic Integrity

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Presentation on theme: "Building Academic Integrity"— Presentation transcript:

1 Building Academic Integrity
Avoiding Plagiarism Building Academic Integrity

2 Academic Misconduct All forms of academic misconduct are prohibited by the Student Code of Conduct. Academic misconduct is an A-level offense and is defined by the student code of conduct as Dishonesty or Deception in fulfilling academic requirements. It includes, but is not limited to: cheating plagiarism un-permitted collaboration forged attendance (when attendance is required) fabrication (e.g., use of invented information or falsification of research or other findings) using advantages not approved by the instructor (e.g., unauthorized review of a copy of an exam ahead of time) knowingly permitting another student to plagiarize or cheat from one's work submitting the same assignment in different courses without consent of the instructor. Note: An instructor may impose a grade penalty for academic misconduct and/or file a judicial referral. If you are unsure about a question of academic misconduct, consult your instructor or the director of Judiciaries. If you are found to be involved in academic misconduct, your instructor has the option of lowering your grade or giving you an F grade on the project or in the course, and/or referring you to Judiciaries. Possible sanctions through Judiciaries are suspension, expulsion, or any sanction not less than a reprimand. (University Judiciaries, 2011)

3 Facts About Plagiarism
“A study by The Center for Academic Integrity found that almost 80% of college students admit to cheating at least once.” “According to a survey by the Psychological Record 36% of undergraduates have admitted to plagiarizing written materials.”

4 Facts About Plagiarism
“A national survey published in Education Week found that 54% of students admitted to plagiarizing from the internet; 74% of students admitted that at least once during the past school year they had engaged in “serious” cheating; and 47% of students believe their teachers sometimes choose to ignore students who are cheating.”

5 What is Plagiarism Merriam-Webster Online Dictionary: to “plagiarize
To steal and pass off (the ideas and words of another) as one’s own To use (another’s production) without crediting the source To commit literary theft To present as new and original an idea or product derived from an existing source

6 Plagiarism Turning in someone else’s work as your own
Copying words or ideas from someone else without giving credit Failing to put a quotation in quotation marks Giving incorrect information about the source of a quotation

7 Plagiarism Changing words but copying the sentence structure of a source without giving credit Copying so many words or ideas from a source that is makes up the majority of your work, whether you give credit or not Using your own work from previous classes (without faculty consent or citing yourself)

8 Crediting Sources “A critical part of the writing process is helping readers place your contributions in context by citing the researchers who influenced you” (APA, 2010, p. 169).

9 When to Cite Work that directly influenced your work
Credit ideas of others you build off of All facts and figures that are not common knowledge Direct quotations and paraphrased material

10 Basic Citation Styles Type of citation First citation in text
Subsequent citations in text Parenthetical format, first citation in text Parenthetical format, subsequent citations in text One work by one author Walker (2007) (Walker, 2007) One work by two authors Walker and Allen (2004) (Walker & Allen, 2004) One work by three authors Bradley, Ramirez, and Soo (1999) Bradley et al. (1999) (Bradley, Ramirez, & Soo, 1999) (Bradley et al., 1999) One work by four authors Bradley, Ramirez, Soo, and Walsh (2006) Bradley et al. (2006) (Bradley, Ramirez, Soo, & Walsh, 2006) (Bradley et al., 2006)

11 Basic Citation Styles Type of citation First citation in text
Subsequent citations in text Parenthetical format, first citation in text Parenthetical format, subsequent citations in text One work by five authors Walker, Allen, Bradley, Ramirez, and Soo (2008) Walker et al. (2008) (Walker, Allen, Bradley, Ramirez, & Soo, 2008) (Bradley et al., 2008) One work by six authors Wasserstein et al. (2005) (Wasserstein et al. 2005) Groups ( readily identified through abbreviation) as authors National Institute of Mental Health (NIMH, 2003) NIMH (2003) (National Institute of Mental Health [NIMH], 2003) (NIMH, 2003) Groups (no abbreviation) as authors University of Pittsburgh (2005) (University of Pittsburgh, 2005)

12 Direct Quotation of Sources
Interpreting these results, Robbins et al., (2003) suggests that the “therapists in dropout cases may have inadvertently validated parental negativity about the adolescent without adequately responding to the adolescent’s needs or concerns” (p. 541), contributing to an overall climate of negativity.

13 Direct Quotation of Sources
Confusing this issue is the overlapping nature of roles in palliative care, whereby “medial needs are met by those in the medical disciplines; nonmedical needs may be addressed by anyone of the team” (Csikai & Chaitin, 2006, p. 112).

14 Direct Quotation of Sources
This is the paragraph leading to the direct quote that is over 40 words. Others have contradicted this view: Co-presence does not ensure intimate interaction among all group members. Consider large-scale social gatherings in which hundreds or thousands of people gather in a location to perform a ritual or celebrate an event. In these instances, participants are able to see the visible manifestation of the group, the physical gathering, yet their ability to make direct, intimate connections with those around this is limited by the sheer magnitude of the assembly. (Purcell, 1997, pp ) The paper continues as normal after the large direct quote.

15 Citing Within Quotations
“In the United States, the American Cancer Society (2007) estimated that about 1 million cases of NMSC and 59,940 cases of melanoma would be diagnosed in 2007, with melanoma resulting in 8,110 deaths” (Miller et al., 2009, p. 209).

16 Paraphrasing Material
Kessler (2003) found that among epidemiological samples. . . Early onset results in a more persistent and severe course (Kessler, 2003). In 2003, Kessler’s study of epidemiological samples showed that. . .

17 Paraphrasing Within a Paragraph
Among epidemiological samples, Kessler (2003) found that early onset social anxiety disorder results in a more potent and severe course. Kessler also found The study also showed that there was a high rate of comorbidity with alcohol or dependence and major depression (Kessler, 2003).

18 Reference List The reference list at the end of a work provides the information necessary to identify and retrieve each source. Include only the sources that you used in the research and preparation of the work.

19 References Must be correct and complete
Usually contains the following elements: Author Year of publication Title Retrieved date & url address (if electronic source) Alphabetized list Accurately prepared references help establish your credibility

20 Sample APA References

21 Sample APA References

22 Sample APA References

23 Sample APA References

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