1. Don't plagiarise: ideas for helping students with academic integrity
Viv Thom
Education Developer
Student Experience & Engagement Team
QESS
Viv Thom Sheffield Hallam University 2013

2. Academic Integrity: A Holistic Approach
regulations and policy
Pre-loading of information in induction
Advice at the beginning of a course / course handbook
Students sign declarations forms when they submit work
Penalties applied in plagiarism cases
'Integrity’ associated with the virtue that constitutes a ‘good’ person.
(institutional) ethical values and graduate attributes
Clear links to professional integrity when students enter the workforce - Professional integrity a big issue
(Carroll, 2007; Macdonald & Carroll, 2006)
Traditionally Universities response to cheating was to beef up regulations and try to ensure students were properly informed of the penalties and procedures they should follow from the beginning. In the last decade or so , the expanding significance of the internet and all that goes with it media attention on plagiarism led to research and scholarly activity led to a change in approach with many research-informed guides for students and staff.
The result has been the development of influential models that can be applied to different institutional contexts which take a Holistic Approach • The definition comes from moral philosophy and has become a preferred term over plagiarism because it reflects current thinking which contextualises cheating in a broader context Important to reflect on the broader definition of integrity – insofar as current discussions re student academic integrity tend to focus on specific actions i.e. academic dishonesty/misconduct
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3. Responsibility of staff
Some acceptance that effective plagiarism prevention is a shared responsibility
staff responsibilities for promoting positive academic practice,
- the role of professional development programmes for higher education staff
other staff strategies and responsibilities for educational integrity and plagiarism prevention
(Sutherland-Smith, 2008).
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4. UK Quality Code for Higher Education
Indicator 5 – Assessment and feedback practices are informed by reflection, consideration of professional practice, and subject-specific and educational scholarship
Indicator 7 – Students are provided with opportunities to develop an understanding of, and the necessary skills to demonstrate, good academic practice
Indicator 14 – Higher education providers operate processes for preventing, identifying, investigating and responding to unacceptable academic practice
Chapter B6: Assessment of students and the recognition of prior learning (QAA, 2013)
We are also required to uphold academic integrity by the QAA and the indicators can be found in Chapter B6.
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5. Employers’ Top Priorities for Student Learning Outcomes in US universities…
% saying two- and four-year colleges should place MORE emphasis on helping students develop these skills, qualities, capabilities, knowledge
Effective oral/written communication
Critical thinking/ analytical reasoning
Knowledge/skills applied to real world settings
Analyze/solve complex problems
Connect choices and actions to ethical decisions
Teamwork skills/ ability to collaborate
Ability to innovate and be creative
Concepts/developments in science/technology
We have a responsibility as academics to introduce students to membership of the academic community which embodies and exemplifies integrity, in the way it upholds policies and academic rigour, treats colleagues and students, and how we communicate the rules which maintain that integrity and their importance to them and to the community as a whole.
We need to be consistent in our application of rules, about referencing for example,
academically rigourous in our research and writing, in our professionalism.
The ethical dimension is often underestimated in value in relation to graduate employability as indicated by these figures
10 Apr The Association Of American Colleges And Universities Employer Survey

6. How do we help students? introduce key plagiarism issues and debates
ensure students know what constitutes cheating and what happens to students who are caught
explicit teaching of academic writing as part of student development
explore the assessment aims
use a range of assessment methods through the programme
embed technology into the teaching and learning process: e.g. compulsory online tests
use turnitin as a tool for developing academic writing
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7. 1. Introduce key plagiarism issues and debates
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8. Five fundamental values
“We believe that these five values, plus the courage to act on them even in the face of adversity, are truly foundational to the academy. Without them, everything that we do in our capacities as teachers, learners, and researchers loses value and becomes suspect. When the fundamental values are embraced, utilized, and put into practice they become touchstones for scholarly communities of integrity.”
Five fundamental values
The Centre for Academic Integrity in the USA (1999)
Exemplary Academic Integrity Project in Australia (
Such values are to be developed both individually and institutionally. .. where individuals act and speak with integrity and act ethically, where institutional procedures are consistent with ethical values which are stated as an ethical brand and based on an awareness of the context in which they work.
If you consider the Banking crisis, the decline of trust in politicians (the expenses scandal in the UK), the lies, criminal investigations and cover-ups in journalism, the police health and other public services, the military, cheating in sports competitions and match fixing, it becomes clear that the morality and socially irresponsible behaviour of some individuals in public life and in institutions destroys their reputations and damages organisations and the wider society. Developing habits of good integrity as a student and a citizen are very important to the wellbeing of all.
Discussing these issues with your students, in relation to your subject discipline and profession are clearly important
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9. Activity 3: Other kinds of ‘borrowing’ Look at the following examples
Activity 3: Other kinds of ‘borrowing’ Look at the following examples. Which do you think is the most serious? Why?
Mary is a training to be a doctor. She pays £100 for an outline for an essay from a commercial supplier and uses it as the basis of her own coursework.
Nazeem and Daniel work together on a piece of coursework and submit very similar answers, claiming in each case that it is their own work.
Su, a first year Social Work student, copies her written work from other students. On her placement she is asked to write reports on her clients for use in court. She is unable to do this.
Clearly anyone who claims to have skills or to know something they do not risks being found out and the penalties which may follow, but more importantly, in some situations they may put lives at risk
Anyone whose job is in medicine or engineering and construction for example should be operating with integrity. People in other occupations could fail their clients in serious ways and cause great harm- to children and other vulnerable people.
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10. What is Plagiarism?
Citations are short pieces of information about a source you are using, included in the text of your writing. For example, as in the Carroll quote above. 

References are given at the end of your work and contain full bibliographic information about the sources cited.

Your department will tell you which referencing system to use, and where to find guidance on how to apply it. If in doubt, ask your module leader.
Reference:
Carroll, J. (2002).
A handbook for deterring plagiarism in higher education. Oxford: Oxford Centre for Staff and Learning Development.
"Plagiarism is the use of any published or unpublished work without proper acknowledgement.
If you quote or paraphrase the work of another person, you must give credit the author. If not, you may be accused of plagiarising the work of others and of misleading people about the origin of your ideas.  
Acknowledging other people's work in academia is most commonly done by using a particular system of citation and referencing." (Carroll. 2002)
Here students are given a definition and the presentation provides a visual tool to demonstrate citation, quotation and referencing
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11. 2. Ensure students know what constitutes cheating and what happens to students who are caught
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12. What are the penalties? DIFFERENT FORMS OF ACADEMIC MISCONDUCT
Plagiarism
Collusion
Self plagiarism
Irregular behaviour relating to examinations
Falsifying data
False citation  
Group work
Impersonation
Dishonest Practice
Look at the extract Academic Regulations and student policies > Misconduct from Shu space and remind students they are responsible for familiarising themselves with these in full.
Show students regulations and test their understanding
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13. What are the sanctions for misconduct
There are new and simplified sanctions in the pipeline and will be presented for acceptance early next year.
Stage 1
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14. Sanctions
1) A warning
2) Resubmit the assessed work for the assessment task affected i.e.. coursework of the same title and content.
The resubmitted work receives a capped mark
2) 3) Submit a new piece of work
This would normally be a different title, requiring different content. The work receives a capped mark
4) Submit a new piece of work . The Academic Conduct Panel may set either the same or a different title or topic. The work receives a capped mark and the overall module mark is capped at 40%
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15. sanctions for misconduct
Stage 2
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16. Any sanction available at stage 1 or :
5) Refer in all assessment tasks in the module concerned
6) Fail in the module, with reassessment only allowed after further attendance on a taught programme. This will require retake of the failed module or substitution for a different module in the case of an elective. Where the module affected by academic misconduct is substituted Capping the overall module mark will apply.
7) Fail in the module affected, with all other modules taken at that level or during the period concerned* capped at 40. Reassessment in the failed module will only be allowed after further attendance on a taught programme. This will require retake of the failed module or substitution for a different module if the failed module is an elective. Where the module affected by academic misconduct is substituted capping the overall module mark will apply.
8) Refer in all modules taken at the level or during the period concerned*
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17. 9) Fail in all modules taken at the level or during the period concerned* with reassessment only allowed after further attendance on a taught programme. This will require retake of the failed module or substitution for a different module if the failed module is an elective. Where the module affected by academic misconduct is substituted, capping the overall module mark will apply.
10) Fail in the module concerned, with no reassessment, retake, replacement or substitution of modules allowed in the failed module.
11) Fail in all modules taken at the level or during the period concerned*, with no reassessment, retake, replacement or substitution of modules allowed, and no re-entry to the programme of study.
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18. would happen to:
Nazeem and Daniel work together on a piece of coursework and submit very similar answers, claiming in each case that it is their own work. A student acquires essays via the Internet. A masters student plagiarises and falsifies data in his project
what did these students do?
If they were level 4 or direct entry students they may get a warning.- Stage 1 sanction 1 more likely would be resubmission, possibly with a 40% cap on the mark. Sanction 2 or 3
Likely to be stage 2 Sanction 7 for a first offence
possibly and likely to be the most serious 2 - sanction 11
This is an exercise you could try with students ; checking these cases with the misconduct regulations on shuspace.
Engaging students in modelling
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19. 3. Explicit teaching of academic writing as part of student development
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20. Where do you cross the line?
Here are six ways to use sources. Example number one is plagiarism; example six is not. Where do you cross the line?
1. Copying a paragraph word for word from a source without acknowledgement.
2. Copying a paragraph and making small changes ‐e.g. replacing a few verbs, replacing an adjective with a synonym; acknowledgement in the bibliography.
3. Cutting and pasting a paragraph by using sentences of the original but omitting one or two and putting one or two in a different order, no quotation marks; with an in‐text acknowledgement plus bibliography.
4. Composing a paragraph by taking short phrases from a number of sources and putting them together using words of your own to make a coherent whole with an in‐text acknowledgement plus bibliography.
5. Paraphrasing a paragraph by rewriting with substantial changes in language and organisation; the new version will also have changes in the amount of detail used and the examples cited; citing in bibliography.
6. Quoting a paragraph by placing it in block format with the source cited in text and bibliography Based on an exercise in Swales and Feale(1993), cited by Jude Carroll (2001).
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21. Using online tests and turnitin
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22. Online Quiz: Ted Frick : Indiana University Bloomington School of Education- 1.
Original Source Material
Sample of Student Written Work
Technology has significantly transformed education at several major turning points in our history. In the broadest sense, the first technology was the primitive modes of communication used by prehistoric people before the development of spoken language. Mime, gestures, grunts, and drawing of figures in the sand with a stick were methods used to communicate -- yes, even to educate. Even without speech, these prehistoric people were able to teach their young how to catch animals for food, what animals to avoid, which vegetation was good to eat and which was poisonous.
(Quoted from: Frick, T. (1991; 2000) Restructuring Education Through Technology)
The first technology was the primitive modes of communication used by prehistoric people before the development of spoken language.
Bibliography:
Frick, T. (1991). Restructuring education through technology. Bloomington, IN: Phi Delta Kappa Educational Foundation
Is this plagiarism?
No. Yes, because it quotes another person's actual words, either oral or written; and it is not appropriately acknowledged. Yes, because it paraphrases another person's words, either oral or written; and it is not appropriately acknowledged. Yes, because it uses another person's idea, opinion, or theory; and it is not properly acknowledged. Yes, because it borrows facts, statistics, or other illustrative material, unless the information is common knowledge; and it is not properly acknowledged
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23. slide 2. Original Source Material Sample of Student Written Work
Technology has significantly transformed education at several major turning points in our history. In the broadest sense, the first technology was the primitive modes of communication used by prehistoric people before the development of spoken language. Mime, gestures, grunts, and drawing of figures in the sand with a stick were methods used to communicate -- yes, even to educate. Even without speech, these prehistoric people were able to teach their young how to catch animals for food, what animals to avoid, which vegetation was good to eat and which was poisonous.
(Quoted from: Frick, T. (1991; 2000) Restructuring Education Through Technology)
Frick (1991) believes that "... the first technology was the primitive modes of communication used by prehistoric people before the development of spoken language" (p. 10).
Bibliography:
Frick, T. (1991). Restructuring education through technology. Bloomington, IN: Phi Delta Kappa Educational Foundation
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24. Slide 3 Source Material Sample of Student Written Work
Technology has significantly transformed education at several major turning points in our history. In the broadest sense, the first technology was the primitive modes of communication used by prehistoric people before the development of spoken language. Mime, gestures, grunts, and drawing of figures in the sand with a stick were methods used to communicate -- yes, even to educate. Even without speech, these prehistoric people were able to teach their young how to catch animals for food, what animals to avoid, which vegetation was good to eat and which was poisonous.
(Quoted from: Frick, T. (1991; 2000) Restructuring Education Through Technology)
Frick (1991) believes that the first technology was the primitive modes of communication used by prehistoric people before the development of spoken language.
Bibliography:
Frick, T. (1991). Restructuring education through technology. Bloomington, IN: Phi Delta Kappa Educational Foundation
The feedback explains and teaches how to reference, cite and paraphrase
Viv Thom Sheffield Hallam University 2013

25. Original Source Material Sample of Student Written Work
Technology has significantly transformed education at several major turning points in our history. In the broadest sense, the first technology was the primitive modes of communication used by prehistoric people before the development of spoken language. Mime, gestures, grunts, and drawing of figures in the sand with a stick were methods used to communicate -- yes, even to educate. Even without speech, these prehistoric people were able to teach their young how to catch animals for food, what animals to avoid, which vegetation was good to eat and which was poisonous.
(Quoted from: Frick, T. (1991; 2000) Restructuring Education Through Technology)
Frick (1991) believes that "... the first technology was the primitive modes of communication used by prehistoric people before the development of spoken language" (p. 10).
Bibliography:
Frick, T. (1991). Restructuring education through technology. Bloomington, IN: Phi Delta Kappa Educational Foundation
and so on and the guide continues to explore referencing for pictures but it is older now and referencing the sources of codes in computer programming, data sets etc. is a more modern issue and referencing new forms of information is continuing to be a challenge to the styles of referencing we currently have - increasingly less applicable?
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26. Tips for avoiding collusion
Be clear about whether you are being asked to produce an individual piece of work or a group project - check the assignment instructions or ask your lecturer to clarify what is acceptable.

If you are working in a group, be clear about how you are going to work and how you are going to be assessed.

Be careful about lending other students your finished work – in a desperate moment a friend may copy from you.

Ensure that you securely store your notes, draft work and computer files to ensure that other people cannot access your work without you knowing. Save copies of your notes and draft work in case you later need to be able to demonstrate what you have individually produced and worked on over time.

Don’t be put off talking to other students about ideas and how to approach answering questions that come out of discussions. We do want you to talk to each other and learn by discussing your subject.

Sutherland-Smith, W. (2013).
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27. Students' Questions
What's the difference between quoting and paraphrasing?
What is meant by 'other people's work'?
Can I use photographs found on a website?
Isn't it better to quote authoritative sources word-for- word?
What's the difference between collaboration and collusion?
Can I just list all my sources in the reference list?
How much is 'too much' quoting?
How do I acknowledge online sources?
How do I acknowledge personal communications?
Do I really have to read all the stuff I reference?
Can I not just make up my survey results?
How do I acknowledge a secondary reference?
What do I do if I cannot find the source for a quotation or point that I want to include in my essay?
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28. Websites or academic support
Academic Integrity Websites
Student Support offices .
Benefits:
used by students;
students can actively contribute
transparency
good examples to follow
Problems:
labour intensive;
site maintenance issues
become out-of-date.
Benefits:
increasingly used by students
access to tailored expertise
provides an alternative access point to students
Problems:
resource costs
staff not always aware of them 2.
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29. Designing out plagiarism
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30. explore the assessment aims
use a range of assessment methods through the programme
test understanding more than content and information
project based learning, real life situations
reflective journals
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31. "The challenge remains for us to ensure that students have greater agency in curricular discourse. Then perhaps we can move towards a vision of shared curriculum planning"
Bovil & Bulley, 2011
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32. The staff role: additional suggestions
Curriculum change approaches - graduate attributes
Initiatives and schemes
Benefits:
explicit presentation of the issues
encourages student and staff understanding
consistency across courses
localise response
Problems:
danger of ‘tick-box’ approach
overcrowding of curricula
competing with content
Benefits:
intense profile raising
maybe of wider interest
Problems:
short term (another scheme, what next?)
funding
keeping up with changing teaching approaches, technologies and student needs.
Value of cross-institutional policy committees or groups.
Morris & Carroll (2011) 3.
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33. References and useful Sources
Rationale and Policy
Baxter, J et al (2012) Real Integrity: Practical solutions for organisations seeking to promote and encourage integrity
Bretag, T. , Mahmud, S., Wallace, M., Walker, R. McGowan, U., East, J., Green, M., Partridge, L. and James, C. (2013) ‘Teach us how to do it properly!’ An Australian academic integrity student survey. Studies in Higher Education, DOI: /
Bovill, C. and Bulley, C.J. (2011) A model of active student participation in curriculum design: exploring desirability and possibility. In Rust, C. Improving Student Learning (18) Oxford: The Oxford Centre for Staff and Educational Development, p
Exemplary Academic Integrity Project (EAIP): Embedding and extending exemplary academic integrity policy and support frameworks across the higher education sector (2013), Plain English definition of Academic Integrity, Office for Learning and Teaching Strategic Commissioned Project , http:
Institutional Policies and Procedures for Managing Student Plagiarism
Academy JISC Academic Integrity service ( )
Morris, E. (2010) Supporting academic integrity: approaches and resources for higher education. York: Higher Education Academy/JISC Academic Integrity Service.
Morris, E. with Carroll, J. (2011) Policy works: recommendations for reviewing policy to manage unacceptable academic practice in higher education. York: Higher Education Academy/JISC Academic Integrity Service.
Macdonald, R. and Carroll, J. (2006) Plagiarism – a complex issue requiring a holistic institutional approach. Assessment & Evaluation in Higher Education 31 (2), pp
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34. Staff and student responsibilities
The Center for Academic Integrity (1999) The Fundamental Values of Academic Integrity. Des Plaines, IL: Office of College Relations at Oakton Community College. Available from:
QAA (2013) UK Quality Code for Higher Education. Part B: Assuring and enhancing academic quality. Chapter B6: Assessment of students and the recognition of prior learning. Available from:
Staff and student responsibilities
Blum, S. (2009) My Word! Plagiarism and College Culture. Ithaca/London: Cornell University Press.
Carroll, J. (2007) A Handbook for Deterring Plagiarism in Higher Education. Oxford: The Oxford Centre for Staff and Learning Development, second edition.
Falchikov, N. (2004) Improving Assessment Through Student Involvement. London: Routledge Falmer.
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35. Plagiarism prevention advice (Carroll, 2007) 

Plagiarism prevention advice
(Carroll, 2007)
Williams, K. & Carroll, J. (2009) Referencing and Understanding Plagiarism. Hampshire: Palgrave Macmillan.
Assessment design / plagiarism prevention
(Carroll, 2007; Falchikov, 2004;
Pickford, R., and Brown, S. (2006) Assessing Skills and Practice. London: Routledge. Sutherland-Smith, W. (2008) Plagiarism, the Internet and Student Learning: improving academic integrity. London: Routledge.
Sutherland-Smith, W. (2013). Crossing the line: collusion or collaboration in university group work? Australian Universities Review 55(1),
Resources for students
Indiana University Bloomington School of Education- Ted Frick Quiz
Interactive Paraphrasing Resource
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