Presentation Transcript

1. Classroom ManagementAcademic Integrity and Plagiarism Michael Ryan Director University Accreditation James Gardner Vice Dean for Academic Affairs School of Law James Jensen Professor Civil, Structural and Environmental Engineering Overview and National Data Professional School Perspective Minimization and Detection
2. Classroom ManagementAcademic Integrity and PlagiarismMichael RyanDirector – University Accreditation and Assessment Institutional Goals National Data Expectations of Faculty and Instructors UB Policies and Procedures Challenges and Technology Issues Advising Students
3. University Commitment toFundamental Values Honesty Trust Fairness Respect Responsibility Academic Integrity
4. Institutional Goals To promote a culture of academic integrity throughout the campus To educate students and faculty with regard to issues relating to academic integrity What constitutes academic integrity Why is academic integrity important How to handle cases of academic dishonesty Techniques for preventing, detecting, and addressing academic dishonesty
5. National Data - Center for Academic Integrityhttp://www.academicintegrity.org National research involving >50,000 college students on more than 60 campuses (Prof. Donald McCabe, Rutgers): ~70% of students admit to some form of cheating 25% admit to serious test cheating 50% admit to serious cheating on written assignments during the past year 77% of students believe that cutting and pasting from the internet, without citation and only minor rewording, is not a very serious issue
6. Other National Data In faculty surveys, 44% of faculty, who knew about cheating in their courses, did not report any students to campus authorities Students indicate that cheating is more likely to occur in courses where it is well known that faculty are indifferent to academic misconduct There has been a significant increase in unpermitted collaboration on tests and assignments 1963 – 11% 1993 – 49% Josephson Institute Survey of high school students (29,760): 64% admitted to serious test cheating 36% admitted to using the Internet to plagiarize an assignment 93% are satisfied with their personal ethics and character 77% felt that when it comes to doing what is right they are better than most
7. Other National Data In 2007 iParadigms (plagiarism prevention vendor) examined 453,000 admission applications to Colleges and Universities provided through an application service (analyzed using “Turnitin for Admissions”) 44% of the personal statements contained matching text 36% of the personal statements contained significant matching text Nearly 38,000 matches derived from a single web site Results understate the severity of the problem
8. Individual and Contextual Traits Influencing Academic Misconduct Academic misconduct could occur at any point throughout the academic life of a student Younger Students Males Engaged in more extracurricular activities Weaker academic performance Academic motivation is extrinsic rather than intrinsic Low expectations of ability to reach academic goals View potential consequences as minimal
9. Center for Academic Integrity The Center for Academic Integrity was founded in 1992 The Center for Academic Integrity is located at Clemson University, Clemson, South Carolina >600 members at 220 Colleges and Universities in the United States UB is an institutional member In 2006 UB undertook a major academic integrity survey of undergraduate students (719), graduate students (462), teaching assistants (90), and faculty (299)
10. UB Academic Integrity Survey
11. UB Student Opinion Survey
12. Responsibilities Administration promote a culture of academic integrity across campus develop appropriate policies and procedures to deal with violations of academic integrity enforce academic integrity policies Faculty inform students of expectations and policies ensure that students are evaluated in a fair and equitable manner report infractions (ensures that appropriate records are maintained and repeat offenders are dealt with appropriately) reporting infractions can also serve a useful educational purpose and a deterrence for such behavior in future Students know expectations and policies abide by policies and rules of conduct represent individual work in an honest manner
13. Measures to Address Academic Misconduct Policies and Sanctions Preventive Measures Detection and Intervention Honor Codes Education Presentations Tutorials Workshops Provide students with strategies for academic success
14. Academic Integrity Procedureshttp://undergrad-catalog.buffalo.edu/policies/course/integrity.shtml Suspicion of academic dishonesty Informal consultation/resolution between instructor and student (recommended that determination and sanction be reported to VPUE) Department Level Proceedings (review by Chair) Decanal Level Proceedings (review by Dean) Vice-Provostal Level Proceedings (review by Vice Provost with regard to due process and imposition of transcript notation, suspension, or expulsion)
15. Possible Consequences Warning Reduction in grade Failure in course Academic dishonesty notation on transcript Suspension Expulsion
16. Suggestions to Faculty/Students Include statement on academic integrity in course syllabus Delineate/Understand guidelines as to what is acceptable and what is not acceptable behavior Delineate/Understand guidelines with respect to collaboration on written assignments, homework, and class projects Reminder that students have affirmed agreement to UB Rules and Regulations (Student Conduct Rules)
17. Challenges and Technology Issues Hi-Tech Cheating: Storage devices (engineering calculators) Cell phones, i-Phones – text messaging, pictures Asynchronous tests – cameras, video phones Wireless headsets Scanner pens …..
18. Educating students with regard to academic integrity and plagiarism is more effective in deterring behavior than adopting stricter policies or administering more severe punishment!
19. Advising Students Accused of Academic Dishonesty Office of Judicial Affairs and Student Advocacy 252 Capen Hall Director: Elizabeth Lidano