1. Promoting Academic Integrity at UC Davis
Office of Student Judicial Affairs
© University of California, Davis
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2. Topics Covered Why are students cheating? Defining academic integrity
Preventing & detecting cheating
The UC Davis student discipline system
SJA statistics
Next steps/resources
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3. What Is Going On In College Classrooms: an epidemic of cheating?
At most colleges, over 75% of students admit cheating on tests or written assignments
Test cheating, plagiarism, and unauthorized collaboration have increased significantly
Students see many cheating behaviors as less serious than do faculty
Source: Center for Academic Integrity
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4. Influencing Ethical Choices
Key factors in a student’s decision to cheat:
* perceived ease/safety of cheating
* absence of pleasure in learning
* belief that peers accept cheating
Students can be influenced by attitudes and behavior of their peers and faculty, the existence of clear rules that are consistently enforced with meaningful sanctions… and honor codes
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5. What is Academic Integrity?
Academic integrity is a positive ideal, not a list of “don’ts”:
Students and faculty seeking knowledge honestly , fairly , with mutual respect and trust , and accepting responsibility for their actions and the consequences of those actions.
Center for Academic Integrity “Fundamental Values of Academic Integrity Project”
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6. The Fundamental Values of Academic Integrity
Honesty, Trust, Fairness, Respect and Responsibility
“To be most rewarding, teaching and learning demand active engagement and mutual respect. Students and faculty must respect themselves and each other as individuals, not just as a means to an end. They must also respect themselves and each other …[to extend] their boundaries of knowledge, [to test] new skills, [to build] upon success, and [to learn] from failure.”
Center for Academic Integrity "Fundamental Values Project”
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7. Why Care About Academic Integrity?
Students don’t learn in a climate of dishonesty and unfairness, and they cheat more when faculty do nothing
Academic integrity enhances the quality
of education (teaching as well as learning)
Academic integrity is critical to the learning process; honest work builds knowledge, skills, and self-esteem
Cheating and plagiarism give an unfair “edge,” de-valuing honest work
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8. An Honor Code Tradition
Beginning in 1911, UC Davis had a traditional student-run honor code for over 60 years. In the early 1970s, dissatisfaction triggered campus-wide debate and a proposal to do away with the code
The California Aggie, February 8, 1974
UC Davis faculty and students acted together to address the concerns and preserve this tradition
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9. Building on Tradition
The UC Davis Code of Academic Conduct, adopted in 1976, is a “modified” honor code
The Code places shared responsibility for academic integrity on all members of our community -- students, faculty & administration
Under the Code, SJA administers the discipline system for suspected academic misconduct cases
Research suggests that academic honor codes can significantly reduce cheating -- even modified honor codes at large public institutions
See Center for Academic Integrity
SJA was created to administer the student discipline system
Other such honor codes now exist, but UC Davis was one of the first -- and it remains one of the most successful.
In a survey of 21 colleges, UC Davis students reported lower rates of cheating than their peers at schools without honor codes – UCD students also perceived sanctions as more severe and believed the odds of being caught were high, consistent with findings at other modified honor code schools.
Other examples include the University of Maryland, College Park
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10. The Campus Judicial Board
The Campus Judicial Board (CJB) was created in 1976 as part of the Code of Academic Conduct
Student members of the CJB serve with faculty on hearing panels to decide cases of suspected academic misconduct
Student CJB members promote academic integrity through educational outreach programs for the campus community
SJA was created to administer the student discipline system
Other such honor codes now exist, but UC Davis was one of the first -- and it remains one of the most successful.
In a survey of 21 colleges, UC Davis students reported lower rates of cheating than their peers at schools without honor codes – UCD students also perceived sanctions as more severe and believed the odds of being caught were high, consistent with findings at other modified honor code schools.
Other examples include the University of Maryland, College Park
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11. Academic Integrity Standards
Responsibilities of students include:
“Be honest at all times” and “act fairly toward others”
“Take group as well as individual responsibility for honorable behavior. … Report acts of misconduct which you witness”
Responsibilities of faculty include:
Encourage honesty and integrity in students
Inform students of scholarship/conduct standards
Use test formats that discourage cheating
Report all alleged violations to SJA & tell students how to make reports
-- UC Davis “Code of Academic Conduct”
Fairness: For example, do not disrupt or seek an unfair advantage by cheating, or by talking, or by allowing eyes to wander during exams.
Collectively, as well as individually, make effort to prevent and avoid academic misconduct
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12. Honesty and Fairness: Keys to Academic Integrity
The UC Davis Code of Academic Conduct covers both deliberate dishonesty and “negligent” acts that impair academic goals (e.g., talking during an exam)
The Code requires fairness as well as honesty -- both are critical to the learning process
By focusing on our educational purposes, we avoid being sidetracked by issues of motive, intent, culture, or past practice
Academic misconduct can be unfair without being dishonest e.g. talking during exams using verbatim phrases without quotes -- while a student who omits quotation marks/citations may not intend to deceive or take an unfair advantage, she needs to learn how to cite and quote properly. Even “unintentional” violations undermine the quality of education and are unfair. Other schools have narrow rules that address only deliberate dishonesty (and impose harsher sanctions).
Confronting academic misconduct can create a transforming “teachable moment” for students. Because almost all SJA cases are resolved by agreement, with the student admitting responsibility and accepting sanctions, students learn from their mistakes –repeat offenders are removed from the University.
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13. Promoting Academic Integrity in Class
Highlight campus standards of academic integrity in syllabus & class discussions
Enlist students’ help in creating a climate of integrity in the classroom
Inspire, encourage, and model integrity
Set clear standards for assignments and grading, and define rules for citation and collaboration
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14. Academic Integrity Standards: Examples of Academic Dishonesty
Copying or sharing answers during exams
Plagiarism (deliberate)
Altering & resubmitting graded work for credit
Stealing others’ work
Providing false information or excuses
Falsifying data
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15. Academic Integrity Standards: Examples of Academic Misconduct
talking or “wandering eyes” during exams
having notes or other unauthorized materials visible during exam
failing to quote or cite sources properly
unauthorized collaboration
other behavior that undermines learning and teaching (e.g., leaving exam without permission, working after time is called)
Even if not dishonest, these acts of academic misconduct impair educational goals, violate course rules, and/or disrupt class
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16. Strategies for Preventing and Detecting Cheating
Have students sign an honor statement that their work is their own, that it is honest, and that they have taken no unfair advantage
Monitor exams to deter and confront cheating
Prohibit use of unauthorized electronic or other equipment or notes
Use test formats that discourage copying and cheating (essay or open book, thought problems, alternate seating, multiple test versions) SJA “Tips to Prevent Cheating”
sign-in sheets, numbered exams
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17. Preventing/Detecting Cheating
Require students to show their work & refuse credit for unsupported/unexplained answers
Require written excuses for make-ups or extensions, and check authenticity
Ask students to sit apart from friends during exams and to cover their work
Photocopy [or scan] all tests or a sampling of tests before returning to students
Clearly mark blank spaces/wrong answers in ink
Could use “jammers” -- devices that emit frequencies that jam the cell airwaves and prevent reception -- BUT remember…
In an ‘arms race’ we are vastly outnumbered--and students are often more techno- savvy
Go back to basics. As one student suggested, “Check the specs on taking any of the Microsoft Certification tests. One #2 pencil, one sheet of paper, and three video cameras…” --Jess T.
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18. Avoiding Plagiarism: Standards for Citing Sources at UC Davis
Plagiarism is defined as
“Using another’s work without giving credit. You must put others’ words in quotation marks and cite your source, and must give citations when using others’ ideas, even if paraphrased in your own words.”
--SJA “Avoiding Plagiarism: Mastering the Art of Scholarship”
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19. Mastering the Art of Scholarship: Learning to Cite Sources
The focus is on learning – the issue is whether the behavior (e.g., copying, failing to cite sources) impairs the educational value of the assignment
Motives, intent, culture, and past practice are not the issue -- fairness and quality of the educational experience are key
Example: Even if a student who fails to cite sources does not intend to deceive or take an unfair advantage, she needs to learn how to cite and quote properly, including from Internet sources
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20. Preventing and Detecting Plagiarism
Require individualized topic selection and research; don’t allow late topic changes
Have students turn in all stages of work (topic statements, outlines, notes, rough drafts, resource lists, final papers, along with copies of web/paper sources used)
Require students to present their work orally in class, and to answer questions about their projects
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21. More on Preventing Plagiarism
Use software programs for comparing text
Define plagiarism and rules for proper citation, and teach students how to cite sources
Explain how to paraphrase, how to incorporate quotes or facts from sources, and how to deal with ‘common knowledge’
Discuss why plagiarism is unfair to all, and how it undermines the development of thinking and writing skills
Help students build confidence in their own abilities, providing positive feedback
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22. What’s Wrong With Copying?
“In my culture, copying is an honor!”
Avoiding the cultural relativism trap …
Reproducing another’s work and passing it off for credit as one’s own is not honorable in any culture
Regardless of cultural acceptance, copying defeats the educational goals and purposes of the assignment
Why do we condemn plagiarism? To learn to write, one must do the research, organize thoughts, produce an outline, choose ideas and words necessary to convey the intended meaning, and then edit and rewrite until the product is polished. Plagiarists don’t develop their own ideas, skills, or ‘voice,’ and they don’t make original contributions.
--especially reproducing a work by mechanical means such as cutting and pasting. Clearly, taking false credit for authoring the work oneself is not honorable or respectful in any culture -- it is fraud and forgery.
Example -- Imagine who downloaded a song by a popular group from a free Internet site, then played it for his friends as his own recording -- his friends would not be impressed, and would immediately see the falsehood --copying a paper and presenting it as one’s own is a similar misrepresentation
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23. About Internet Plagiarism
Some Internet misuse is unintentional, caused by confusion about citation rules, sloppy research or careless copying and ‘pasting’
Other misuse is intentional: buying a paper on- line, downloading & using a paper from a website, copying a published article
Make sure your students know that inserting text, diagrams, pictures or graphics from Internet sources without citation is plagiarism
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24. Preventing & Detecting Internet Plagiarism
Use “low-tech” good-teaching practices
Explain that websites vary in quality and credibility -- and often change without notice
Have students submit electronic copies of papers
Use “Google” or other search engines to find key words
Use free software for searching Internet and/or comparing student papers -- for example:
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25. Academic Integrity Standards
Unauthorized Collaboration defined:
“Working with others without the specific permission of the instructor on assignments that will be submitted for a grade. This rule applies to in-class or take-home tests, papers, labs, or homework assignments. Students may not collaborate without faculty authorization.”
-- SJA “Unauthorized Collaboration: What Students Need to Know”
“Collaboration may be permitted in one class, and forbidden in another, because faculty have different teaching methods and goals. Students need BOTH experiences – working independently AND collaboratively – to prepare themselves for their chosen career fields.”
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26. Preventing Unauthorized Collaboration
Explain what collaboration is & how, when & why students may work together in your class
Lead class discussion about different lessons learned from individual vs. group work
Set clear rules, and give examples of acceptable and unacceptable joint work
Explain why you have adopted course rules for permitting or limiting collaboration
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27. The Student Conduct System
Student discipline holds students accountable for academic integrity and conduct standards
These standards are necessary to uphold the educational goals of teaching and learning and to maintain an orderly and safe campus
Public institutions must provide “due process” before disciplining students & imposing sanctions -- the key to due process is fairness
Fairness is measured by the seriousness of the violation and the severity of sanction.
Due process does NOT require a “trial” with attorneys, formal rules of evidence, and proof beyond a reasonable doubt.
Questions:
What is the process for reporting student conduct violations?
Is there a central place report violations?
Is the discipline procedure published on the web? In student/faculty handbooks?
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28. Student Discipline Procedures
Students receive notice of the referral and meet with SJA to discuss the case
If the student admits responsibility, possible resolutions are discussed with the student and the referring faculty member
Most cases are resolved by agreement with the student signing a written contract admitting a violation and accepting sanctions and educational assignments
Fairness is measured by the seriousness of the violation and the severity of sanction.
Due process does NOT require a “trial” with attorneys, formal rules of evidence, and proof beyond a reasonable doubt.
Questions:
What is the process for reporting student conduct violations?
Is there a central place report violations?
Is the discipline procedure published on the web? In student/faculty handbooks?
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29. Referring a Student
 If possible, talk to the student before referring to see if s/he can explain what happened
 Use a non-confrontational approach (don’t accuse or blame)
 Tell the student you have questions about his/her work (e.g., the test has answers to a different version of the exam) and you will refer to SJA
 Use a report form or
 Check with SJA to see if the student has a prior history
 Contact SJA if you have any questions
-- SJA “Reporting Academic Misconduct”
avoid jumping to conclusions
(most students meet at least twice with SJA)
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30. 2004-05 Academic Cases 683 academic cases Types of violations:
42% Plagiarism/submitting another’s work as one’s own
30% Cheating on tests (copying/collaborating, or using unauthorized materials)
17% Unauthorized assistance on homework
4% Altering exam & submitting for more credit
7% Other (providing false information, stealing academic work, having ringer take exam)
92 resolved from prior year, 634 total cases handled in
634/23,509 vs. (2.5 % for prior five years (520/20,635) and 1% for 1st five years (144/13473)
1620 new referrals total including 1078 social referrals)
Highest previous annual total for new academic referrals
16% increase from
26% increase over 5-year average for to (432)
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31. 683 Academic Cases in 2004-05 (classified by type of suspected violation at time of referral)
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32. Referring Faculty
Many faculty are reluctant to deal with cheating, yet research shows cheating is more prevalent when faculty ignore it
Center for Academic Integrity
At UC Davis, faculty DO report academic misconduct:
221 faculty, graduate instructors, and TAs referred academic cases to SJA in
Referrals came from 60 academic departments
The top ten referring departments (English, ECE, History, Physics, Psychology, Computer Science, NPB, Microbiology, Anthropology, and Chemistry) together accounted for 52% of reports
167 faculty, 21 graduate instructors, 25 TAs (cf annual average of 150 referring faculty and instructors)
Such broad reporting is remarkable -- UC Davis faculty have an outstanding record of commitment to academic integrity
Top 5 departments totaled 47 % of new referrals. One Computer Science professor referred 45 students
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33. Grades and Sanctions
Under UC Davis Academic Senate Reg. 550, faculty may assign a grade of F or zero to an exam or paper if academic misconduct is admitted or determined by hearing
First-time violations are usually sanctioned with Deferred Separation or Probation
Aggravating factors (e.g., premeditation, conspiracy, or a prior disciplinary history) may trigger Dismissal, Suspension, or Delayed Graduation, even for a first offense
with reinstatement thereafter certain, provided that the student has complied with all conditions imposed as part of the suspension and provided that the student is otherwise qualified for reinstatement. Violation of the conditions of Suspension or of University policies or campus regulations during the period of Suspension may be cause for further disciplinary action, normally in the form of Dismissal.
Probation may include conditions restricting the student's privileges or eligibility for activities. Misconduct during Probation or violation of conditions of Probation may result in Suspension/ Dismissal.
Deferred separation is conditioned on student waiving rights to formal hearing.
Effects:. Early intervention means sanctions tend to be less severe – but effective. Few students cheat again, esp. after being placed on deferred separation.
Sanctions: More than “just” punishment vs. education
logical consequences (cheaters lose credit for exam or fail class)
uphold academic standards (grades have meaning when merit-based, not devalued by cheaters)
community protection (repeat cheaters don’t receive a degree that misrepresents their achievements/abilities)
fairness (honest students graded more fairly if cheaters are caught)
deter future violations
punish violations, express community condemnation
restitution/restorative justice
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34. Why Give Second Chances?
We want students to learn from mistakes
 Students learn more if they admit & accept responsibility and understand consequences
 Educational assignments (referral to Learning Skills; researching and writing a paper; or community service) improve skills and prevent repeat violations
 Deferred sanctions mean students can be removed without a formal hearing for a new offense
More severe sanctions may deter students from admitting responsibility, as well as deterring some faculty from reporting cases
(testifying, serving on hearing panels)
More than “just” punishment vs. education
logical consequences (cheaters lose credit for exam or fail class)
uphold academic standards (grades have meaning when merit-based, not devalued by cheaters)
community protection (repeat cheaters don’t receive a degree that misrepresents their achievements/abilities)
fairness (honest students graded more fairly if cheaters are caught)
deter future violations
punish violations, express community condemnation
restitution/restorative justice
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35. Sanction Definitions
Probation – Student must demonstrate conduct conforming to University standards and meet conditions
Suspension – Student is removed from school for specified period (noted on transcript)
Dismissal – Student is removed indefinitely -- Chancellor must give specific approval for readmission (noted on transcript)
Suspensions & Dismissals may be deferred if student waives the right to a formal hearing for any subsequent violation
Suspended/Dismissed students may not attend class, use services, or hold student employment
1. Grade Level. maturity, experience, and/or familiarity with University standards,
2. Prior or Multiple Offenses. previously sanctioned/prior intervention/warning
3. Premeditation. Planning, complex scheme, payment vs. one who succumbs to temptation in isolated moment of weakness. E.g., student gets "ringer" to sit next to her during exam so she can copy from him vs. one who glances at a neighbor's paper and copies one answer
Magnitude/Gravity of Offense. more serious the offense, more severe the punishment. E.g., -- student who copies entire paper, verbatim, from Internet and submits as own work vs. someone who copies a sentence and cites the source but doesn't use quotation marks
Conspiracy. 2 or more intentionally collaborate to achieve aim E.g. (1) student buys and uses a term paper from on-line (2) 2students work together to fabricate data for a lab report
Conscious Disregard. Acting with conscious disregard for others' rights and welfare deserves more severe sanction E.g. (1) stealing other's academic work to submit as one's own; (2) falsely accusing other of misconduct to put that student in jeopardy of discipline
Illegal conduct. E.g. breaking into faculty office to steal or copy exam or answer key
8. Presenting false evidence. Eg: presenting fabricated or altered evidence, lying in discipline process, implicating innocent party, stealing/tampering with/destroying evidence .
Mitigating factors -- don’t excuse or justify violation but may mitigate sanction (acceptance of responsibility; remorse; personal hardship).
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36. 2004-05 Academic Outcomes 633 Academic cases resolved
93% of resolved cases resulted in sanctions or administrative action
10% -- (65 students) Suspended or had Graduation Delayed; 3 students were Dismissed
55% -- Deferred Separation or Probation
14% -- Censure or Warning
13% -- Administrative Notice
7% -- Innocent or Case Dismissed for lack of evidence
Eight formal hearings – approx. 1% of referrals
8% Innocent, case dismissed for lack of evidence, case withdrawn
10% Administrative Notice
82% of new referrals were resolved by June 30, 2004
2% Hold on Reg
cases (16 %) were pending as of June 30, 2004
76% of pending cases were received in June 2004
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37. Academic Outcomes
8% Innocent, case dismissed for lack of evidence, case withdrawn
10% Administrative Notice
82% of new referrals were resolved by June 30, 2004
2% Hold on Reg
cases (16 %) were pending as of June 30, 2004
76% of pending cases were received in June 2004
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38. Summary
Students, faculty, and SJA all play key roles in academic integrity and student discipline
By working together, developing and using clear policies and fair procedures, by discussing academic integrity, and by consistently enforcing our standards, we uphold the academic integrity of UC Davis
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39. Academic Integrity Resources
UC Davis Office of Student Judicial Affairs
3200 Dutton Hall
SJA Website: sja.ucdavis.edu
The Center for Academic Integrity
The Fundamental Values of Academic Integrity
For more information:
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