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Academic Integrity: A New Look
Image from: Russell Hunt , St. Thomas University [as published in Plagiarism: Prevention, Practice & Policy Conference 28-30 June 2004 Proceedings, ed. Andy Peden Smith and Fiona Duggan (Newcastle-upon-Tyne: Northumbria University Press, 2005), 265-274.]
If one believes Voltaire to be credible, then perhaps our notions of academic dishonesty should be reconsidered. Public and private institutions have wrestled with this issue of academic dishonesty for as long as there have been students.
Interest in academic integrity has intensified in recent years with the advent of new technologies and the plethora of resources available for young and old researchers alike. As technology is changing so, too, are copyright laws and rules for citation. With even well-intentioned people oftentimes generating varying interpretations of plagiarism, how can faculty build a climate of academic integrity while at the same time instructing students in these varied interpretations? And, if we pay mind to what Voltaire had to say on the subject, the issue is made even cloudier when we attempt to be constructivist teachers.
There are a multitude of interpretations of plagiarism and it is the responsibility of an academic unit or an individual professor to define what is meant by academic honesty and then to convey to students that interpretation. The wide range of interpretation of academic dishonesty combined with the range of policies and procedures within universities and individual classrooms make this a very perplexing topic. Is it self-plagiarism (and therefore dishonest) to submit the same paper in more than one class? Is it plagiarism to have one's name put on a group project if one did not contribute to the completion of the project but were assigned to the group?
Colleges and universities usually have in their catalogue an umbrella statement addressing academic dishonesty/plagiarism and sanctions for infractions. Units within those colleges and universities may have more specifically defined statements and some units have codes of conduct and/or honor codes. Still, the policies and procedures regarding academic dishonesty and sanctions for infractions in one professor's classrooms may bear little resemblance to the policies and procedures of other professors within the same department because interpretations differ.
While a professor may not be able to impact a college or university's policy statements regarding academic dishonesty, a professor is certainly able to clarify his/her own ideas on the subject and relay them to students on the course syllabus. The Council of Writing Program Administrators defines plagiarism as follows: "in an instructional setting, plagiarism occurs when a writer deliberately used someone else's language, idea, or other original (non common-knowledge) material without acknowledging its source." Further review of several dictionaries yields similar definitions, the word having originated in the early 15th century.
Before assuming that a student is deliberately plagiarizing, a professor should first ascertain whether or not a student knows what is meant by plagiarism.
- College and university professors may incorrectly assume that their students' interpret plagiarism the same way they do and know how to properly cite sources and provide documentation. Because of the varied interpretations of what plagiarism is and because of various citations styles, assume that students come to your class unaware of your understanding of plagiarism and citation preferences and teach them.
- Research (or any type of writing that requires referencing/documentation) is a skill, and while the knowledge of how to cite may have been learned, the skill needs to be practiced. Remember that it takes a lot of processing time and practice before a novice becomes an expert. Incorporating a system of rough drafts into any class that requires writing will assist students in this respect.
- Non-Western cultures have interpretations of plagiarism different from our own. Therefore, some of our international students may have little to no understanding of the importance a particular professor places upon accuracy regarding citations and documentation.
Professors do need policies and procedures addressing sanctions for deliberate plagiarism. The policies and procedures should be clear and enforceable. They must not be in conflict with any university/college policies and procedures that are already in place. Deliberate dishonesty is unacceptable and infractions must be dealt with in a fair and impartial manner. When in doubt, FaCET can give advice regarding questions one might have regarding potential classroom issues. The Judicial Affairs Officer in the Student Affairs Office can comment on University sanctions.
There are numerous Internet sites where one may purchase a term paper—or even have assistance with a dissertation. Some sites advertise that they provide rough drafts; some advertise that their papers have been checked with anti-plagiarism software. Are professors to become "plagiarism police"? That is the antithesis of Voltaire's message. Voltaire quote implies constructivist learning—learning in which people talk to each others, discuss ideas, and make sense of those ideas.
Serving the role of the "plagiarism police" seems counterproductive in two ways. First, it encourages the deliberate plagiarizers to become even more skilled in their dishonesty. Second, it encourages the accidental plagiarizers to become fearful and more concerned with mechanics than ideas. Yet ignoring plagiarism isn't an option, either. As an instructor one can be clear and enforce the policies one establishes at the start of the term, while acknowledging the good creative work that can be generated from sharing ideas.
"Education is not to reform students or amuse them or to make them expert technicians. It is to unsettle their minds, widen their horizons, inflame their intellects, teach them to think straight, if possible."
*Robert M. Hutchins (1899-1977) American educator and writer active in forming the Committee to Frame a World Constitution (1945) vigorously defended academic freedom, opposing faculty loyalty oaths in the 1950s
Bibliography
Whitley, Jr, B.E. & Keith-Spiegel, P. (2002). Academic Dishonesty: An Educator's Guide. Lawrence Erlbaum Associates: Mahwah, NJ
http://www.wku.edu/testing/Cheating%20Article.htm
FaCET Booklet: Academic Integrity
http://www.wku.edu/teaching/booklets/cheating.htm#
Preventing Academic Dishonesty
http://teaching.berkeley.edu/bgd/prevent.html
Article on Academic Dishonesty
http://www.georgiasouthern.edu/ijsotl/v1n1/coalter_et_al/IJ_Lim.pdf
Northwestern University's Definitions of Academic Violations
http://www.northwestern.edu/uacc/defines.html
Plagiarism I, Plagiarism II
http://www.princeton.edu/pr/pub/integrity/pages/plagiarism.html
http://www.indiana.edu/~tedfrick/plagiarism/item1.html
For Student Discussion
http://lib.iastate.edu/commons/resources/facultyguides/plagiarism/exercise.html
Establishing classroom climate in a diverse classroom
http://ctl.du.edu/resources/diversity.cfm#groundrules
Positive classroom climate
http://cte.udel.edu/TAbook/climate.html
Seven Principles for Good Practice
http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/7princip.htm
Dishonesty: Causes/Solutions
http://gsi.berkeley.edu/resources/conduct/causes.html
Article: Plagiarism in Cyberspace
http://law.richmond.edu/jolt/v12i3/article10.pdf
Article: What do College Professors Expect?
http://jutlp.uow.edu.au/2005_v02_i03a/pdf/johnson_005.pdf
http://www.wpacouncil.org
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