Academic Success and Integrity

Academic Success and Integrity
CENTER FOR LEARNING AND STUDENT SUCCESS (CLASS) AUGUST 20, 2019

RESEARCH-BASED STUDY STRATEGIES ACADEMIC RESEARCH & INTEGRITY
SUcceed LEARN THE CULTURE RESEARCH-BASED STUDY STRATEGIES ACADEMIC RESEARCH & INTEGRITY THREE KEY ELEMENTS OF SU ACADEMIC CULTURE Introduce the PowerPoint to students by explaining that their academic success depends upon learning the SU academic culture rather than assuming they understand it already, identifying and developing research-based learning strategies they will use inside and outside the classroom, and, demonstrating basic understanding of the University’s academic integrity expectations. You can tell students that students and faculty who have been at SU for a while don’t always think to tell new students about these expectations. We take them for granted because we’re used to them. (Tell students about you, how long you’ve been at SU, your teaching and research.)

SUcceed In Your Courses
LEARN THE CULTURE RESEARCH-BASED STUDY STRATEGIES ACADEMIC RESEARCH & INTEGRITY OBSERVE, LEARN, ASK! Don’t assume you know. One of the most important things new students can do to succeed academically is to observe, learn, and ask questions. When becoming a member of a new community/culture it is important not to assume that you know everything there is to know. Stress to them that it is important to ask questions of their professors and participate in class discussion. Give students opportunities to do this during the PowerPoint presentation.

SUcceed In Your Courses
LEARN THE CULTURE RESEARCH-BASED STUDY STRATEGIES ACADEMIC RESEARCH & INTEGRITY Ask the students to think of a time when they a) traveled outside their own country, b) visited a new region of their own country, or, c) went for the first time to the family home of a new friend. Prompt students with an illustration: Recount your own experience with a cultural difference that surprised you when you traveled or visited a new friend’s home. The difference can be small (e.g. whether to take off shoes or put away cell phones) but should be something that mattered in the new culture. Have students share some of their responses aloud and discuss them. Reinforce the idea that coming to SU means joining a new community with its own set of academic expectations. Understanding those expectations helps newcomers become part of the SU community. Point out that this is true for new faculty and staff as well as for new students.

Friendly Warning: UNFAMILIAR TERRITORY LEARN THE CULTURE RESEARCH-BASED STUDY STRATEGIES ACADEMIC RESEARCH & INTEGRITY COLLEGE ≠ high school Ask students what they already notice as being different between SU and their high school (larger classes, dorm life, more diversity, more freedom, etc.) Use this as a lead into a discussion on the academic culture at SU. “Business Deal or No Deal Part 1: Unfamiliar Territory

SUcceed explain it LEARN THE CULTURE RESEARCH-BASED STUDY STRATEGIES ACADEMIC RESEARCH & INTEGRITY draw it Retrieved from Pickit Free Images # Accessed on 8/23/2018 Closing a book-picture taken by Kennia Delafe/ August solve it Explain that an important part of the academic culture here at Syracuse is the central role you will play in your own learning. In many high schools (and some colleges), listening in class, taking notes and reading the textbook are all students need to do well. Here, to do well academically, especially in upper level courses, you will be need to take a more active role in the classroom and in the studying you do outside the classroom. This is true because you will spend less time in class than you did in high school and because the material will be covered at a much faster pace. This means that you will need to spend more time studying on your own. Most first-year students – regardless of what academic experiences they had before coming to SU or where they come from - find they need to make changes in how they study in order to do well here. Studies show that college students rely heavily on ineffective study strategies like re-reading, highlighting, or reviewing a math problem someone else has solved. Ask students, what do these ineffective study strategies have in common? Take a minute to think about this: What is similar about re-reading, highlighting and reviewing a math problem someone else has solved? It’s fine if you aren’t sure how to answer this question. But it’s important to come up with your best guess. Often in smaller classes here at SU faculty will expect students to answer questions like this one during class discussion. Faculty don’t expect you to always have the right answer. For some questions, there is no single correct answer. What’s important is that you are an active participant in class and that you speak during question and answer sessions. Explain that these three strategies are largely passive. That’s the key reason that re-reading, highlighting and reviewing are poor study strategies. Decades of research shows that lasting learning requires active effort that often feels challenging. What you just did now – making a reasoned guess at the answer to a question before being told the answer – is an example of an active and highly effective study strategy. Making reasoned guesses about subjects you haven’t been taught may sound strange, but research in cognitive psychology shows it is highly effective – even when you guess wrong. That’s because the guesswork you do forces you to relate the new material you’re working to learn to existing information you already know. Making reasoned guesses is just one example of a powerful active study strategy that can feel hard but, in the long run, is more efficient and effective in helping you master new material than passive strategies like highlighting. think about it Retrieved from Pickit Free Images # Accessed on 8/23/2018 Retrieved from Pickit Free Images # Accessed on 8/23/2018

LEARN THE CULTURE RESEARCH-BASED STUDY STRATEGIES ACADEMIC RESEARCH & INTEGRITY Tutoring, Academic Coaching, & Other Academic Support Services. Read More & Sign Up CLASS.SYR.EDU 014 Bird Library, Tell students they can learn more about effective, research-based learning strategies by participating in the free programs offered by the Center for Learning and Student Success, SU’s campus-wide academic support center. The Center, known as “CLASS,” offers small-group tutoring, including tutoring dedicated specifically to new international students with English-Mandarin translation available. CLASS also offers an eight-hour academic coaching program to help 1st- and 2nd-year students improve their study strategies as well as workshops and academic integrity education. It is common for new students to find at least one of their courses more challenging than expected – no matter how well they did at their previous college or high school. The best thing to do is to seek help from your professor and contact the academic learning specialists in CLASS as soon as this happens rather than waiting until late in the semester when it’s likely to be too late to catch up. Students can find out more about CLASS tutoring and coaching on the CLASS website: class.syr.edu.

SUcceed LEARN THE CULTURE RESEARCH-BASED STUDY STRATEGIES ACADEMIC RESEARCH & INTEGRITY At a research university like SU faculty view students’ academic work as part of the university’s larger research agenda. What I mean by this is that your professors view research and teaching as closely connected. The academic work you produce in your classes is expected to follow the same principles that your professors follow in their own research. This means that students are held to the same academic integrity standards faculty follow. This is another important expectation that isn’t always clear to students: Although most students do not plan to become college professors, while here you are expected to uphold the same academic integrity standards faculty follow in the academic research they publish.

How Research Works LEARN THE CULTURE RESEARCH-BASED STUDY STRATEGIES ACADEMIC RESEARCH & INTEGRITY WOULD YOU FORGET GRANDMA? Very few students plan to cheat so they tend to tune out when instructors discuss academic integrity. You can avoid this by explaining that most new students find that they have to learn the academic culture and expectations here at SU. That includes faculty members’ academic integrity expectations because faculty at a large research institution like SU hold students to the same standards that apply to them when they publish in academic journals. In published academic research, the origin of the ideas – and the people who came up with those ideas – matter as much as the ideas themselves. That’s why research published in academic journals includes an entire section or chapter called the “literature review.” The literature review describes earlier research that the author used in developing her or his research. A literature review is like a “family tree” for academic research. A family tree traces all the generations of a family. A literature review traces all the previous research and researchers whose work made the new research possible. So, just like you wouldn’t leave your great grandmother off your family tree even if you had never met her, you should never leave any outside source you use out of your paper, in-class presentation, video or other work you produce for your classes. Having your research cited and recognized by other researchers is important for faculty members at research universities like SU. Having their researched cited by others is prestigious and important for their careers. So is being honest in all their academic work. This is why your professors care so much about their students’ academic integrity. They treat undergraduate students as members of the SU academic research community. When you write papers and take exams, your professors expect you to live up to the University’s academic integrity expectations. If you don’t, the penalties can be severe, including getting an F in the course and even being suspended or expelled from Syracuse University. When you write a paper, you are expected to include references for all the sources you use. That’s true whether you find those sources on a website, use a quotation from one of your textbooks, or get help from a friend or roommate. Don’t leave any source out. Just as you wouldn’t leave a family member off your family tree. You must cite sources you use in oral presentations and visual work, not just in papers. The goal is to make sure readers – and viewers and listeners – realize that you’re using other people’s ideas. That’s what citation is all about, not the particular citation format you use but making it clear to your audience that you are drawing upon someone else’s ideas and giving your audience enough information that they could look up those ideas. ideas-on-mothers-day

Academic Integrity Expectations
LEARN THE CULTURE RESEARCH-BASED STUDY STRATEGIES ACADEMIC RESEARCH & INTEGRITY Four Broad Categories. Neither the categories nor the examples of violations are exhaustive. Any action that improperly influences the evaluation of a student’s academic work, gives one student unfair academic advantage over another, or encourages the violation of academic integrity by others constitutes a violation of this policy. Syracuse University classifies academic integrity expectations in four broad categories designed for educational purposes. Neither the categories themselves nor the examples of violations are exhaustive. Any action that improperly influences the evaluation of a student’s academic work, gives one student unfair academic advantage over another, or encourages the violation of academic integrity by others constitutes a violation of this policy. Retrieved from Accessed 7/30/2019.

LEARN THE CULTURE RESEARCH-BASED STUDY STRATEGIES ACADEMIC RESEARCH & INTEGRITY Syracuse University sets general guidelines for university-wide academic integrity standards. In recognition that learning objectives vary across courses, the University also strongly encourages instructors to establish course- specific academic integrity expectations, particularly with regard to what forms of collaboration are allowed and prohibited. It is the responsibility of all instructors to communicate course-specific academic integrity expectations to students. Syracuse University sets general guidelines for university-wide academic integrity standards. In recognition that learning objectives vary across courses, the University also strongly encourages instructors to establish course-specific academic integrity expectations, particularly with regard to what forms of collaboration are allowed and prohibited. It is the responsibility of all instructors to communicate course-specific academic integrity expectations to students. Retrieved from Accessed 7/30/2019.

LEARN THE CULTURE RESEARCH-BASED STUDY STRATEGIES ACADEMIC RESEARCH & INTEGRITY Any student who is uncertain whether an action they are considering would violate academic integrity expectations is responsible for asking the instructor or consulting the Center for Learning and Student Success (CLASS) beforehand. Any student who is uncertain whether an action they are considering would violate academic integrity expectations is responsible for asking the instructor or consulting the Center for Learning and Student Success (CLASS) beforehand. Retrieved from Accessed 7/30/2019.

Case Studies LEARN THE CULTURE RESEARCH-BASED STUDY STRATEGIES ACADEMIC RESEARCH & INTEGRITY Case Study #1 Aaliyah is taking an introductory literature class. Her instructor assigns the students to write a book review describing a novel they have read. To gather ideas for her book review, Aaliyah goes online and finds three book reviews discussing the recently published novel. She agrees with the views expressed by two of the reviewers and decides to describe their opinions in her book review. Because she is drawing on the reviewers’ opinions – not facts – and because she agrees with those opinions, Aaliyah does not include references for the two reviews. Has Aaliyah violated AI Policy? Why or why not? Use the case studies in the PPT as an opportunity to engage students and have a discussion on the AI Policy. Read through the case study, and then give students a few minutes to discuss what they think with the people around them. Bring everyone back as a large group and ask for a show of hands: who thinks Aaliyah has violated the policy? Ask a few people to share why/why not. Explain to students that it is more than likely that Aaliyah has violated the AI Policy. Explain that any time you are using someone else’s ideas, you need to include references. (the following slides will review this)

Expectation 1: Credit Your Sources
LEARN THE CULTURE RESEARCH-BASED STUDY STRATEGIES ACADEMIC RESEARCH & INTEGRITY WHO & WHAT do students need to acknowledge? WHAT constitutes a source? WHAT does proper citation require? WHAT types of sources must be credited? Students must acknowledge their use of other peoples’ ideas, information, language, images and other original scholarly and creative output when they incorporate these materials – directly or indirectly – into their own academic work. Sources include scholars and published research, as well as fellow students and other individuals who must be credited whenever their ideas are incorporated into another student’s work. At a minimum, proper citation requires using quotation marks to identify others’ verbatim language and providing in-text citations and bibliographic references to identify sources of direct quotation, paraphrasing, summarizing, and the borrowing of ideas and images. Sources must be credited regardless of whether those sources are published or copyrighted and regardless of whether they exist in print or online. Sources must be credited not only in written work, but also in oral and visual presentations, computer code, and other academic assignments, including any draft assignment submitted to an instructor whether or not the draft will be graded.

Case Studies LEARN THE CULTURE RESEARCH-BASED STUDY STRATEGIES ACADEMIC RESEARCH & INTEGRITY Case Study #2 Four students who live in the same learning community are taking the same biology class. The large class breaks into smaller groups for labs, some held on Mondays, others on Wednesdays. Sonya, whose lab meets on Monday, lends Roderick a copy of her lab report so that he will be prepared for his lab on Wednesday. Has Roderick violated AI Policy? Has Sonya? Why or why not? Use the same format at you did for Case Study 1 to discuss Case Study 2 Explain that this is a case where students need to know what the faculty member’s policies are around collaboration If no collaboration is allowed, both students have violated the policy Emphasize that it is always important for students to ask their professor whether or not collaboration is allowed BEFORE collaborating on assignments if they have any questions (the following slides will discuss expectations around “doing your own work”)

Expectation 2: Do Your Own Work
LEARN THE CULTURE RESEARCH-BASED STUDY STRATEGIES ACADEMIC RESEARCH & INTEGRITY Any work submitted by a student must be their own unless stated otherwise by instructor. This applies to: Homework as well as other written, oral and creative assignments. Examinations and quizzes, including in-class, online and take-home. Adhere to instructor’s policies on collaboration or editing. Students are responsible for asking questions in advance if they are uncertain about expectations. Any work a student submits for a course must be solely their own unless an instructor gives explicit instructions allowing collaboration or editing. This applies to homework as well as to other written, oral and creative assignments. When collaboration or editing by someone other than the student is permitted – or required – it is each student’s responsibility to adhere to any limits on editing or collaboration set by the instructor. Examinations and quizzes of all kinds, including online and take-home as well as in-class exams, must reflect only the work of the submitting student without assistance from other people or resources such as texts, websites or notes unless the instructor has specifically allowed their use. Instructors who allow collaboration or the use of written, online or other resources during an exam or quiz are responsible for clearly communicating their expectations. Students are responsible for asking questions in advance if they are uncertain about these expectations. Retrieved from Accessed 7/30/2019.

LEARN THE CULTURE RESEARCH-BASED STUDY STRATEGIES ACADEMIC RESEARCH & INTEGRITY Having prohibited resources on hand or within easy reach. Items include but are not limited to: Notes Cell phones Electronic devices WHAT constitutes a violation during a quiz or exam? Dishonestly obtaining and/or sharing contents of a quiz or exam OR Providing unauthorized assistance to another student taking a quiz or exam Having notes, cell phones, electronic devices or other prohibited resources available on one’s person or within easy reach during an exam constitutes a violation whether or not these items are used in completing the quiz or exam. Emphasize the fact that students CANNOT have prohibited resources in sight during an exam. Tell them it’s best not to bring these things to an exam, but if they do, they need to hide them in their book bag or have the exam proctor hang onto them for the duration of the exam. Dishonestly obtaining and/or sharing the contents of a quiz or exam not provided by the course instructor constitutes a violation as does providing unauthorized assistance of any form to another student taking a quiz or exam.

LEARN THE CULTURE RESEARCH-BASED STUDY STRATEGIES ACADEMIC RESEARCH & INTEGRITY WHY is recycling old work a violation? Submitting work completed previously for another course or purpose deprives students of the opportunity to learn from current assignment Students seeking to turn in the same work in more than one course or to turn in work previously completed for another purpose or submitted to another organization or institution (including high school) must obtain written approval from ALL relevant University instructors before submitting the work Submitting work completed previously for another course or purpose constitutes a violation of this policy as such double use of material deprives students of the opportunity to learn from the current assignment. Students seeking to turn in the same work in more than one course or to turn in work they have previously completed for another purpose or submitted to another organization or institution, including a high school, must obtain written approval from all relevant University instructors before submitting the work. This requirement applies to all course work regardless of format, including art, computer code, oral reports, and other course output in addition to written assignments. Many instructors will allow students to expand the scope of an assignment so as to legitimately submit it for two courses or requirements. Students pursuing capstone projects eligible for submission to two programs, such as to Honors and to the student’s major, must ascertain that both programs or courses will accept the same or substantially the same work and obtain written permission in advance from the relevant instructors or program directors.

Expectation 3: Communicate Honestly
LEARN THE CULTURE RESEARCH-BASED STUDY STRATEGIES ACADEMIC RESEARCH & INTEGRITY DO: Accurately report: class participation. Internships. Honestly communicate extension and rescheduling requests. Accurately present research results. Honestly communicate and represent all academic records, documents and resources. Library, computing and electronic records and systems related to academic work and education. Ask Questions! DO NOT: Falsify, fabricate, or destroy academic records or otherwise misrepresent your own or others’ identity and records. Faculty Instructors Staff Fellow Students Students are expected to be honest in their dealings with faculty, instructors, staff and fellow students and to represent themselves and their academic endeavors accurately. This includes accurate reporting of participation in class, internships and other academic activities, as well as honesty in requesting extension of deadlines and permission to reschedule assignments or exams due to illness or other extenuating circumstances. Honest communication also requires accurate presentation of research and research results, including avoidance of omissions or selective reporting of data that skew interpretation of findings. The expectation of honest communication includes the handling and representation of all academic records, documents, and resources of all kinds, including library, computing and electronic records and systems related to academic work and education. Students are expected to represent themselves, their own academic work and the academic work of others honestly and to avoid falsifying, fabricating, or destroying academic records or otherwise misrepresenting their own or others’ identity and records. Students are expected to support and promote high standards of academic integrity at Syracuse University. This means avoiding actions that encourage or cover up violations by others. It also means asking questions of the relevant instructor or the Academic Integrity Office when academic integrity expectations are unclear to you.

Expectation 4: Support Academic Integrity
Understand Expectations Abide By Expectations Encourage Others LEARN THE CULTURE RESEARCH-BASED STUDY STRATEGIES ACADEMIC RESEARCH & INTEGRITY In sum, supporting academic integrity involves understanding academic integrity expectations, abiding by them and encouraging others to do the same. Any action that threatens the integrity of academic pursuits at Syracuse University, including its courses, programs and affiliates, constitutes a violation subject to reporting under this policy. This includes violating the confidentiality of an academic integrity case, deliberately thwarting an academic integrity investigation, and lying or misleading those carrying out an academic integrity investigation. Retrieved from Accessed on 7/29/2019

How Cases Are Reported, Reviewed & Decided
LEARN THE CULTURE RESEARCH-BASED STUDY STRATEGIES ACADEMIC RESEARCH & INTEGRITY Always feel free to contact the Center for Learning and Student Success (CLASS) for information or guidance about AI concerns you have: or New Case Reporting Procedural Fairness for Students and Instructors Evidentiary Standard Single Charge Violation Level Grade Sanctions School and College Sanctions Advising The Faculty Interview Student Response to Charge Avenues of Case Resolution Composition of Panels Repeat Violations Appeals Final Decision Letters You do not need to walk through every step of this with students, but I would point out to them the following steps and tell them that this information is available on the “How Cases are Reported, Reviewed & Decided” handout: New Case Reporting Advising The Faculty Interview Student Response to Charge Avenues of Case Resolution Appeals Final Decision Letters *text taken from handout: “How Cases Are Reported, Reviewed & Decided (January 2017)” NEW CASE REPORTING: Instructor reports a violation by clicking on the AI – New case link under the Faculty Services tab in MySlice. PROCEDURAL FAIRNESS FOR STUDENTS AND INSTRUCTORS: No student may be penalized for any suspected violation until the suspected violation is reported, reviewed, and upheld. Except under extraordinary circumstances, students may not drop or withdraw from a course while a suspected violation is under review EVIDENTIARY STANDARD: Suspected violations will be upheld if a preponderance of the evidence indicates that a violation occurred, that is, it is more likely than not that the student’s actions violated the Policy. SINGLE CHARGE: Cases will be brought using a single charge: Violation of the Academic Integrity Policy. VIOLATION LEVEL: Each suspected violation will be classified as Level 1, 2 or 3 based on the Violation and Sanction Classification Rubric. The reporting instructor may recommend a classification level. Final decisions regarding classification level will be made by members of the School or College Academic Integrity Panel. GRADE SANCTIONS: Reporting instructors have authority to recommend and apply the grade sanction of their choice. However, instructors who wish to reserve the option to apply course failure for violations classified as Level 1, should state this on their syllabus. The grade penalty may be applied only if the violation is upheld by Academic Integrity Panel members representing the School or College where the suspected violation was reported. The Academic Integrity Office will notify the reporting instructor once a final decision has been made so that she or he may apply the grade penalty. SCHOOL AND COLLEGE SANCTIONS: Non-grade sanctions will be based on the violation level: a. Level 1 (e.g., inappropriate collaboration on homework) – Letter of Reprimand b. Level 2 (e.g., possession or use of a cell phone during an exam) – Academic Integrity Probation with temporary transcript notation during probation (6 or 12 months or until graduation, if that is sooner) c. Level 3 (e.g. falsification of a transcript or a medical excuse) – Suspension or Expulsion ADVISING: Every School and College will have a trained Academic Integrity Advisor available to help students understand and consider how best to respond to charges against them. Conversations with the Advisor will not become part of the case record, and the Advisor will not participate in decision making for any cases. THE FACULTY INTERVIEW: The Academic Integrity Coordinator of the School or College where the suspected violation was reported will select a trained faculty member of a School or College Academic Integrity Panel to interview the student. The faculty interviewer will meet with the student and make recommendations on behalf of the School or College based on evidence provided by the reporting instructor and the student. The faculty interviewer will assess whether it is more likely than not that the student violated the Policy and, if so, the level of the violation and associated non-grade sanctions. The faculty interviewer will not serve as a voting member of any Written Review, Hearing or Appeal panel convened to decide the case. STUDENT RESPONSE TO CHARGE: The faculty interviewer’s report will be sent to the student and to the reporting instructor. Students found in violation by the faculty interviewer will complete a Response to Charge form, indicating whether or not they admit the violation and accept the proposed sanctions. AVENUES OF CASE RESOLUTION: Three avenues exist for case resolution. a. Expedited: Cases will be closed after receipt of the student’s response to charge if: i. The faculty interviewer finds insufficient evidence of a violation and the Academic Integrity Coordinator and reporting instructor agree; or, ii. The student promptly admits a Level 1 or 2 violation and accepts the grade sanction set by the instructor and non-grade sanction determined by the School or College. b. Written Review: Cases may be resolved through written review of the case documentation by a School or College subpanel when: i. The student admits a violation initially classified as Level 2 but requests that it be downgraded by the School or College from Level 2 to Level 1; or, ii. The student admits a Level 1 violation but requests a reduction in the instructor’s proposed grade sanction and the reporting instructor has not stated in the syllabus her or his intent to impose course failure regardless of violation level. c. Hearing: Cases will require a hearing when: i. The student disagrees with the finding that his or her actions violated the Policy; or, ii. The student is at risk of suspension or expulsion because she or he has admitted a Level 3 violation or has a prior violation on record; or, iii. The reporting instructor disagrees with the finding that insufficient evidence exists to conclude that a violation occurred. COMPOSITION OF PANELS: Additional details are provided in Section E of the Policy. a. Written Review Panels will consist of one faculty member, one administrator and one student b. Hearing and Appeal Panels will consist of two faculty, one administrator and two students REPEAT VIOLATIONS: When a student with a prior violation is suspected of a new violation, the existence of the prior violation will not be disclosed to the reporting instructor or to the faculty interviewer prior to the conclusion of the faculty interview. If, however, the faculty interviewer determines that it is more likely than not that a violation occurred, the Academic Integrity Office will reclassify the new violation as Level 3 with a minimum presumptive penalty of suspension, and a hearing will be required. APPEALS: Requests for appeal will be granted based on one of two grounds: (i) the emergence of new, previously unavailable evidence, or (ii) failure to follow required procedure – when either is significant enough to likely alter the case outcome. Successful requests for appeal will be heard by a new appeals panel. FINAL DECISION LETTERS: Final case decisions will be issued on behalf of the School or College Dean to convey the importance that the School or College places on academic integrity and the significance of the violation.

Academic Integrity Violation and Sanction Classification Rubric
LEARN THE CULTURE RESEARCH-BASED STUDY STRATEGIES ACADEMIC RESEARCH & INTEGRITY Academic Integrity Violation and Sanction Classification Rubric (August 2018) Explain to students that there are three levels and provide a few examples from each level Emphasize that these violation types are not negotiable with the exception of plagiarism (plagiarism can range from a Level 1 to a Level 3 violation depending on the amount that’s plagiarized and what assignment it is) The violation types I would highlight are: -Signing into class on behalf of another student = Level 2 -Possession OR use of unauthorized aid during an exam = Level 2 - Purchase or sale of a paper from an essay mill or other online location (e.g. Course Hero) = Level 3

Case Studies LEARN THE CULTURE RESEARCH-BASED STUDY STRATEGIES ACADEMIC RESEARCH & INTEGRITY Case Study #3 Johannes is taking a course in modern Latin American literature & languages. The class is conducted in Spanish. Johannes has fallen behind in the class and hasn’t begun a 10-page essay due the next morning. Stressed about the essay, Johannes stays up until 3 a.m. to finish a draft and immediately s it to his mother, asking her to point out any grammar errors and suggest revisions to strengthen his arguments. When Johannes wakes up at 9 a.m., he finds a reply from his mother, incorporates her suggestions, and turns the paper in on time at 11 a.m. Has Johannes violated SU’s AI policy? Why or why not? What if all writing assignments for the class must be in Spanish, and Johannes’ mother is a native Spanish speaker? Now, has Johannes violated policy? What if, in addition, Johannes’ mother has included a passage from a Spanish-language encyclopedia in the revisions she sent to him? Is there a violation now? If there’s remaining time, you can wrap things up with a final case study In this case, the help Johannes sought is no different than seeking assistance from the Writing Center. However, in looking at the final bullet point, Johannes would have to make sure he cited the passage if he is using it in his essay.

Questions? LEARN THE CULTURE RESEARCH-BASED STUDY STRATEGIES ACADEMIC RESEARCH & INTEGRITY Retrieved from Accessed 7/31/19.

Contact Information LEARN THE CULTURE RESEARCH-BASED STUDY STRATEGIES ACADEMIC RESEARCH & INTEGRITY Group & Individual Tutoring, Academic Coaching, & Other Academic Support Services CLASS.SYR.EDU, 014 Bird Library, Retrieved from Accessed 7/29/2019. You can provide students with contact information for CLASS and encourage them to reach out if they have any questions/concerns Additional ideas for promoting academic integrity in the classroom are available at

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