How Can I Get Students to Think Seriously about Academic Integrity?

Meg Gorzycki, Ed.D.

Background Over two thirds of college students in the U.S. report that they have engaged in some form of cheating, and scholars acknowledge that campus cultures and institutional practices influence the extent to which cheating and plagiarism take place.1 In general, each college campus has its own “cheating culture,” which is shaped by policies, the sense of caring and community students’ experiences, and faculty intervention. The following represent actions instructors can take to create and foster a culture of academic integrity.

Fostering Academic Integrity1. Be slow to judge students and avoid making assumptions about students’ cheating behavior. In some cases, students

actually did not understand directions regarding group work, use of Internet sources, etc. 2. Be proactive in the formation of integrity, and help shift students’ perceptions:

a. Many students see courses as a series of credits to accumulate rather than as opportunities to be transformed from a novice to an expert, and from thinking like a layperson to thinking like a professional. It is helpful for students to understand that you represent professional standards in your discipline. Students often do not see things from the institution’s perspective, whereby their reputation as a credible university relies on the care that is given to reward students for authentic achievement, and for maintaining high standards of knowledge, skills and integrity. A word on this in the syllabus and some discussion helps.

b. Syllabi may contain statements regarding letters of recommendation, and what students need to do to earn them. One professor announced on the first day of class that she had several requests for such letters and told her students that she does not routinely say “yes,” but decides based on the students’ achievements and professionalism. “If you want me to recommend you for a job,” she says, “give me a reason to be positive about your work, your work ethic, you attitude and treatment of others, and the way you take responsibility for your learning.”

c. Maximize formative learning events. Practice quizzes, rough drafts of papers, and rehearsals of presentations that receive peer and instructor feedback are opportunities for students to obtain information useful for improvement prior to final grades are awarded. Using rubrics and discussing the criteria and standards applied to assessments helps students refine their ability to distinguish mediocre work from good work, and good work from exemplary work.

d. Structure assignments in ways that offer students honorable ways out of conflict. A course might administer seven in-class quizzes, but allow for students to drop their lowest two scores. This helps students who may have emergencies and are unable to attend class on those days; and, it helps the instructor avoid conflicts and complications associated with make-up quizzes.

e. Develop a departmental consensus on grading policies, student support, and statements regarding the department’s commitment to serve students needs while respecting the integrity of the professional communities for which their students are educated.

f. Be consistent in practice, encouragement, and setting high, but obtainable goals.

1 McCabe, D, Butterfield, K. D. & Treviño, L. K. (2012). Cheating in College: Why students do it and what educators can do about it. Baltimore, MD: The Johns Hopkins University Press.