Plagiarism in the Digital Age: Voices from the Front Lines

What’s Happening in High Schools Now?November 18, 2009

Sponsors:

David Wangaard, Ed.D.School for Ethical EducationMilford, CT

Moderator

David Wangaard, Ed.D.• Director, School for Ethical Education (SEE), a non-profit character-education

teaching agency in Milford, CT

• Previously a biologist with USFWS, math teacher and school principal

• Significant involvement in student extra-curriculars – track coach, sponsor of student councils, student led community service projects, student foreign travel, etc.

• Author of student/teacher workbooks for service-learning and ethical decision making

• Current work includes study/ implementation of academic integrity programs - collaborating w/ Dr. Jason Stephens @ UConn; funded by The Templeton Foundation

Karen O. Clifford, Ph.D.Norfolk Collegiate School Norfolk, VA

Panelist

Karen O. Clifford, Ph.D

•Director of Student Services (grades K-12), Norfolk Collegiate School(independent college preparatory school in Norfolk, Virginia) for 9 years; previous experience in administrative positions (7 years) at Old Dominion University, the College of William and Mary, Longwood University, and Vanderbilt University.

•Advisory Board member for the Center for Academic Integrity (C AI) at Clemson University for 2 years; Executive Board member for CAI for 4 years at Duke University prior to association’s move to Clemson University in 2007; member of CAI since its founding in 1992.

•Doctoral dissertation: Students’ Perceptions of Academic Integrity and Campus Climate at Small Colleges.

•Co-editor of Academic Integrity Matters (NASPA monograph)

Bill ConnollyBentley UniversityWaltham, MA

Panelist

Bill Connolly

•Senior at Bentley University, Waltham, MA

•Marketing Major, Minors: Psychology, Communications

•President: Academic Integrity Council

•Council is a student-run initiative consisting of roughly 60 undergraduate students

•NOT a Judicial Board, we deal strictly with promotion

Betsy DawsonEast Chapel Hill High School

Panelist

Betsy Dawson

•High school Latin teacher for 41 years

•Founder and Head of East Chapel Hill High School Academic Integrity Committee for 8 years

•Sponsor of Students for Academic Integrity and Leadership Group for 6 years

Barry GilmoreLausanne Collegiate SchoolMemphis, TN

Panelist

Author of:

Barry Gilmore

• High school English and social studies teacher/department chair

• Past-President, Tennessee Council of Teachers of English

• National Board Certified Teacher

• Author:Plagiarism: Why It Happens and How to Prevent It (Heinemann 2007)Plagiarism: A How-Not-To Guide for Students (Heinemann 2008)“Is It Done Yet?”—Teaching Adolescents the Art of Revision (Heinemann 2006)Tim O’Brien in the High School Classroom (NCTE 2006)Speaking Volumes: How to Get Students Discussing Books—and Much More (Heinemann 2005)Drawing the Line: Creative Writing Through the Arts (Calendar Islands 1999)

Jason M. Stephens, Ph.D.Neag School of EducationUniversity of Connecticut

Panelist

Jason M. Stephens, Ph.D.

• Assistant Professor of Educational Psychology, Neag School of Education, University of Connecticut

• Teach courses on human development, learning and motivation as well as research methods.

• Research focuses on the interaction of motivation, morality, and academic misconduct during adolescence

• Author of numerous journal articles and book chapters on academic motivation, moral functioning and cheating behavior

• Current research grants include a three-year intervention project, Achieving with Integrity, funded by the Templeton Foundation and in collaboration with David Wangaard.

Question 1

• Please define plagiarism in a way that can be readily communicated to students.

Defining PlagiarismDW1

What is Plagiarism? According to the Merriam-Webster OnLine Dictionary, to ―plagiarize means 1)to commit literary theft 2)to present as new and original an idea or product derived from an existing source. 3) to steal or purloin and pass off as one‘s own the ideas, word, artistic productions of another; to use without due credit the ideas expressions or productions of another. From Langley High School, McLean, VA – Public – http://www.fcps.edu/LangleyHS/honorcode.html

Plagiarism includes the copying of the language, structure, programming, computer code, ideas, and/or thoughts of another and passing off the same as one's own original work, or attempts thereof. Such acts include, but are not limited to, having a parent or another person write an essay (including the purchase of works on-line) or do a project which is then submitted as one's own work; failing to use proper documentation and bibliography.

Question 2

• Acknowledging the research that indicates over 90% of US high school students self-report some form of cheating annually and 40-60% self-report some form of plagiarism, do we understand why students are cheating and how students define cheating?

JudgmentJudgment “Cheating is Wrong”

ActionAction“I cheated”

“I value morality but sometimes I fail to practice it.”

-11th grade malebelieves cheating is morally wrong

reports doing it anyway(Stephens, 2005)

In the GapJS10

Three Types of Problems

EducationalUndermining Learning and its Assessment

DevelopmentalUndermining the Development of Moral Identity and Character

TheoreticalExplaining the Relations between Moral Judgments and Actions

Academic Dishonesty: Why We Should CareJS11

Why Do Students Cheat?Why Do Students Cheat?JS2JS2

Unable and Ashamed

Under-Interested

and Indifferent

Under Pressure and

Outraged

Three Common Motivational Patterns

Current ResearchJS29.1

The following seven slides represent preliminary data from the Achieving with Integrity Project a collaboration of the School for Ethical Education and Dr. Jason Stephens at the University of Connecticut, Storrs

Students’ Beliefs and Behaviors:Plagiarizing a few sentences or paragraphs from the Internet is…. JS1

Behavior

Belief   No Yes Total

Not WrongCount 27 130 157

% of Total 1.8% 8.5% 10.3%

Personal Choice; Neither Right or Wrong

Count 75 247 322

% of Total 4.9% 16.2% 21.1%

Justifiable Depending on Situation

Count 120 312 432

% of Total 7.8% 20.4% 28.3%

Wrong because it's against school rules

Count 158 144 302

% of Total 10.3% 9.4% 19.8%

Always Wrong (regardless of school rules)

Count 216 100 316

% of Total 14.1% 6.5% 20.7%

All Students

Count 596 933 1529

% of Total 39.0% 61.0% 100.0%

Cheating Behavior

Variable Conventional Digital

Copied homework By hand or in person:Copied all or part of another student’s homework and submitted it as your own

Using digital means such as Instant Messaging or email:Copied all or part of another student’s homework and submitted it as your own

Unpermitted collaboration In person: Worked on an assignment with others when the instructor asked for individual work

Online via email or Instant Messaging: Worked on an assignment with others when the instructor asked for individual work

Plagiarized a few sentences From a book, magazine, or journal (not on the Internet): Paraphrased or copied a few sentences or paragraphs without citing them in a paper you submitted

From an Internet Website: Paraphrased or copied a few sentences or paragraphs without citing them in a paper you submitted

Plagiarized a complete paper From a friend or another student: Obtained or purchased a complete paper and submitted it as your own work

From an Internet Website: Obtained or purchased a complete paper and submitted it as your own work

Used unpermitted notes during an exam

Used unpermitted notes or textbooks during a test or exam

Used unpermitted electronic notes (stored in a PDA, phone or calculator) during a test or exam

Copied from someone else during an exam

From a friend or another student: Copied from another’s paper during a test or exam with his or her knowledge

Used digital technology such as text messaging to “copy” or get help from someone during a test or exam

84.5% 40.2%

81.4% 49.5%

46.6% 60.4%

20.2% 13.6%

44.5% 27.2%

60.5% 23.5%

Six Pairs of “Academic Behaviors”: Conventional vs. Digital Cheating JS29

Cheatedn= 1469

Did Not Cheatn= 61 (4.0%)

Was “Cheating”n= 834

All Students

N= 1530

Was Not “Cheating”n= 635 (41.5%)

Not Morally Wrong

n= 452 (29.5%)

Morally Wrong

n= 382 (25.0%)

Self-Reported Behavior(Researcher defined cheating)

Student Deontic Judgment of Cheating

Student Definition of Behavior

Belief-Behavior IncongruityJS30

Responsibility Judgment

Moral JudgmentMoral

Behavior

Socrates/Kohlberg

Kohlberg & Candee (1983)

Moral JudgmentMoral

Behavior

Blasi (1983, 1984)

Moral SelfMoral JudgmentMoral

Behavior

Moral Disengagement

Bandura (1986, 1989)

Moral JudgmentMoral

Behavior

Four Models of Moral Functioning JS31

Note. ***p ≤ .001.

This means that 36% of the observed variance in cheating behavior is explained by moral judgments and disengagement

This means that 36% of the observed variance in cheating behavior is explained by moral judgments and disengagement

Stepwise Regression with all Predictors of Cheating BehaviorJS32

Summary of Current Research JS34

Key Findings(Quantitative Data)

Students are less likely to report cheating when they believe

• it is morally wrong to cheat.• it is their personal responsibility to refrain from

cheating.• their peers disapprove of cheating.Students are more likely to report cheating when they• endorse rationalizations for cheating.• they believe their peers’ are engaging in cheating

behavior.Other Findings• Over 40% school administrators report the need to

plan and/or study strategies to support effective academic integrity policies

Top Student Theme (Qualitative Data)

Schools should create and enforce stricter consequences for

dishonesty (20% respondents)• I don’t think that academic integrity

is really enforced. Students cheat. They don’t get caught.

• I wish that the school had a program or something that would help prevent cheating.

• I would like to see a clearer policy and I would like it to be enforced. Students should be aware of the policy. …The problem in the school is that kids know they can get away with cheating.

Reasons for Students’ Plagiarism KC1

• Lack of understanding / ignorance / lack of ability in writing papers

• Carelessness in taking notes from sources

• Workload / stress / poor time management

• Receiving too much help or “editing” (from peers, parents, tutors, etc.)

Reasons for Students’ Plagiarism KC 2

• Not seeing value in assignment / lack of interest in academic work

• Lack of deterrents / punishment (and perception that some teachers don’t care)

• Perception that teachers won’t recognize plagiarized/copied work (since they have SO MANY papers/assignments to grade)

Reasons for Students’ Plagiarism KC 3

• Students’ perception that “everyone else does it” and that they will be at a disadvantage if they do their own work

• Teachers who don’t change assignments from one year to the next (students turn in old copies of papers/assignments from siblings, classmates, and others who have already taken the course

My School: Why Students Plagiarize BG1

My School: How Students PlagiarizeBG2

Question 3

• What can be done to change the culture of schools in support of academic integrity?

Achieving with

Integrity

Achieving with

Integrity

Commitments and Committees

Integrity Pledges and Councils

Commitments and Committees

Integrity Pledges and Councils

CommunityShared Responsibility of

Students, Teachers, Administrators and Parents

CommunityShared Responsibility of

Students, Teachers, Administrators and Parents

Curriculum and Instruction

Mastery Oriented Teaching and

Learning; Pedagogical Caring

and Fairness

Curriculum and Instruction

Mastery Oriented Teaching and

Learning; Pedagogical Caring

and Fairness

Core ValuesRespect

Trust Honesty

Responsibility Effort

Core ValuesRespect

Trust Honesty

Responsibility Effort

Advancing Academic Integrity as a School Community JS12

A Conceptual Model (Stephens & Wangaard Unpublished)

Based on Larson’s (1994) Model of Public Health and Disease Control

Universal Interventions: Proactive and Preventative

Targeted Group Interventions: Rapid and Effective Response Systems

Individual Interventions: Intense, one-on-onecontracting & assessment

100% of

Students

20-40% of

Students

5-10% of

Students

Three Levels of InterventionJS14

School-wide EducationFirst Year Orientation Program, Student Assemblies, Student Handbook, Honor Code Reading and Signing Ceremony; School Culture that Promotes Academic Engagement and Honesty.

Classroom PreventionClassroom-based, subject area-specific discussions about the import of integrity and what constitutes dishonesty; Fair and caring instruction and assessment; Real-time, in situ reminders of AI.

Individual RemediationImmediate and consistent responses to academic dishonesty; Ethical and effective procedures for adjudicating contested cases of misconduct; “Developmental” sanctioning aimed at strengthening understanding of and commitment to AI.

Students, Teachers,

Administrators, and Parents

Students and

Teachers

Students

Three Levels of InterventionJS15

Academic Integrity Committee (AIC)JS16

• Catalyzing agent to advance culture of academic integrity

• Critical to engage students & teachers

• Connect core values and moral motivation to integrity issues

• Seek to improve teaching strategies• This committee includes

representatives from faculty, administration, students and parents who address the issues surrounding academic integrity and the challenges in establishing a school-wide culture of integrity.

AIC Awareness-Building StrategiesJS17

• New student or 9th-grade orientation

• Honor Policies/Code/Pledge published in school handbook/website

• Honor Code/Pledge posted in classrooms

• Integrity wrist bracelet received when Honor Pledge signed

• AIC T-shirts

• Ethics Café – lunch time discussion activity

• Skits to dramatize ethical dilemmas and choices

Example Integrity Awareness PosterJoel Barlow High School, Achieving with Integrity Committee

AIC Awareness-Building Strategies(cont.)JS18

• AIC students present suggestions to faculty at faculty meetings

• Articles/essays in school and/or community newspaper

• Positive recognition of integrity exemplars (youth and adult)

• AIC Logo contest

• Integrity Essay contest

• PSAs shown on school TV network

• Quote of the Week read over school PA with announcements

• Advisor/Advisee lessons that include discussion of integrity dilemma

• AIC students provide reports to PTA, faculty, school board

• AIC develops website with link to school website

Changing CultureJS3

Form a Committee of School Community MembersForm a Committee of School Community MembersForm a representative committee (by grade level, content area, and demography) of Form a representative committee (by grade level, content area, and demography) of students, teachers, administrators and parents to form a shared vision of values and students, teachers, administrators and parents to form a shared vision of values and goals.goals.

Conduct a School Climate Survey to AssessConduct a School Climate Survey to AssessUse a valid and reliable survey, such as the AMIS or AIS, to assess students’ perceptions, Use a valid and reliable survey, such as the AMIS or AIS, to assess students’ perceptions, beliefs and behaviors related to AI.beliefs and behaviors related to AI.

Develop New Policies and ProceduresDevelop New Policies and ProceduresUsing the empirical data from the survey, discuss policies and procedures that support Using the empirical data from the survey, discuss policies and procedures that support the attitudinal and behavioral changes you seek to bring about.the attitudinal and behavioral changes you seek to bring about.

Build Consensus and Support for ChangeBuild Consensus and Support for ChangeReach out beyond the committee to build consensus and a sense of and shared Reach out beyond the committee to build consensus and a sense of and shared responsibility for the new (or revised or freshly articulated values, goals, policies and responsibility for the new (or revised or freshly articulated values, goals, policies and procedures.procedures.

Implement-Assess-AdjustImplement-Assess-AdjustTake the long view – effective policies and cultural change take time and effort: Plan on Take the long view – effective policies and cultural change take time and effort: Plan on assessing the new policies and procedures you implement and making adjustments assessing the new policies and procedures you implement and making adjustments (Tinker towards Utopia!)(Tinker towards Utopia!)

East Chapel Hill High School BD1

Important Academic Integrity components for our school.

• S.A.I.L• Academic Integrity Committee

• Honor Scholars• Pledge

• Cheating Chat Day• Honor Infraction Form

• It takes a village

Student Academic Integrity & Leadership (S.A.I.L.)BD2

S.A.I.L. at East Chapel Hill High School• The Student Academic Integrity and Leadership

program (S.A.I.L.) is a student-run organization centered on making ethics a higher priority at ECHHS.

• By being a member of Honor Councils and Ethos discussion groups at school, being a S.A.I.L. mentor, or by simply anchoring themselves to a tenet of character and integrity, S.A.I.L. students contribute to this mission of ethical reprioritization.

Academic Integrity CommitteeBD3

This committee includes representatives from faculty, administration, students and parentswho address the issues surrounding academic

integrity and the challenges in establishing a school-wide culture of integrity.

HONOR SCHOLARBD4

Students for Academic Integrity and Leadership initiated a recognition program for students who would

be designated as ECHHS Honor Scholars.

The award means that in the eyes of a teacher, the student best exemplifies the qualities of honesty, integrity and responsibility that East seeks to engender in its students.

• No minimum GPA required.• Seniors are recognized as Honor Scholars In the

graduation program.

WILDCAT HONORBD5

As a student of East Chapel Hill High School,I am committed to working towards a communityof respect & honesty, integrity & responsibility for myself and others.

On my honor, I pledge that I will not give nor receive unauthorized assistance in all of the work required of me in this class.

CHEATING CHAT DAYBD6

S.A.I.L AND ECHHS National Honor Society teamed up to create Cheating Chat Day.

The goal of this event is to establish an understanding between students and teachers as to what constitutes cheating. Each teacher is encouraged to take five or more minutes of each class period to discuss the importance of addressing the issue of cheating in the classroom. Guidelines are provided. Setting aside one day for discussion in every class period helps to clarify what constitutes cheating and it makes an impact on students’ impression of cheating, and the value of integrity.

Honor Code Infraction FormBD7

East Chapel Hill High School Honor Code FormStudent Name Grade/ClassClass and room in which incident occurred:Referring teacher: Date: Time:Reason for ReferralGiving or receiving unauthorized aidCopying another student’s workPlagiarismGetting advance information about quizzes, tests, or examinationsUsing unauthorized materials or devicesMisrepresenting need for extra timeUnexcused absences from a test, project or other assignmentOtherDescription of incident:Has a parent been contacted? Yes NoStudent Statement:Course of Action:Teacher Signature Date:

Cc: Teacher, Student, Parent, EAIC Assistant Principal

It Takes a Village..BD8

Expectations in working towards a community of honesty, integrity, and responsibility:• For Students: Recognize acts of cheating or plagiarism. Refrain from these acts and discourage them in

others. • For Parents:

Uphold the importance and understanding of the ECHHS Honor Code for your son or daughter and the entire school community.

• For Faculty:

Foster honesty and integrity in the classroom and throughout the school community. Address violations of the ECHHS Honor Code as they arise.

• For Administrators…

Support and help maintain the vision of a community of honesty, integrity, and responsibility.

Establish clear expectations regarding honesty and integrity and make this a priority of school mission and goals.

Changing School Culture BG3

• Embedded honor codes• Teacher Discussion

(teacher-teacher, teacher-student)

• Ethics Gap Awareness• Teacher Modeling• Awareness of Extrinsic and

Intrinsic Rewards

Source: National Council of Teachers of English. 2005. The Council Chronicle. www .ncte.org/ pubs/chron/highlights/122871.htm (accessed Feb. 18, 2008).

Teachers Did Not Discuss Plagiarism

Teachers Discussed Plagiarism

Grades 3-5(understood)

49% 61%

Grades 6-12 (felt it was acceptable)

37% 22%

Question 4

• Can you identify resources that would support the development of a school strategic plan supporting academic integrity?

ResourcesPlagiarismdotorg:

http://www.plagiarism.org/

Character Education Partnership (CEP) - Academic Integrity Network: http://www.ethicsed.org/programs/integrity-works/ain.htm

Center for Academic Integrity (CAI) : http://www.academicintegrity.org/

The School for Ethical Education (SEE’s) Integrity Works! website: http://www.ethicsed.org/programs/integrity-works/

Flowchart for Honor SystemDW2

Suggested schematic to implement a secondary school honor system. On line, each box is linked to supporting text and examples from a survey of public and private schools. See link at-- http://www.ethicsed.org/programs/integrity-works/example-aipolicy.htm

Student Academic Integrity SurveyJS26

• The School for Ethical Education’s (SEE) Academic Motivation & Integrity Survey (AMIS) is designed to provide school leaders information and analysis of student perceptions, beliefs and behaviors related to academic integrity in their school.

• Analysis of a completed AMIS creates a baseline of data for future comparison and meaningful information to guide the school community in strategies to advance academic integrity and resist cheating.

• • AMIS is an assessment instrument for The School for Ethical Education’s

Integrity Works! program, which is a school intervention designed to promote academic integrity in middle and high schools. (http://www.ethicsed.org/programs/integrity-works/index.htm)

There are a number of reasons why the AMIS is a good choice for your school. Here are two reasons:

•Cheating is endemic in US secondary schools. Current research indicates that 90% or more students report some cheating behavior during each school year. The AMIS can provide a detailed picture of the extent and nature of problem at your school.

•Students in our research overwhelming voice support for their school leaders to implement strategies to reduce cheating and promote academic integrity. The AMIS can inform this process and its effects in a research-driven, evidence-based manner.

Why AMIS?JS27

Sample AMIS pagesJS28

Question 5

• Are there school polices that help promote academic integrity and prevent cheating/plagiarism?

Students’ Perceptions of SchoolAcademic Integrity Policies JS5       

How would you rate... Low Med High

Your understanding of your school’s policies on cheating

13% 16% 71%

The average student’s support of these policies

53% 40% 8%

The effectiveness of these policies

48% 34% 18%

School Policies BG4

• A study by Sandra Nagelson in a 2007 edition of the journal Plagiarism found that teachers of undergraduates “dealt with” cases of plagiarism only about 38 percent of the time; of those, nearly half (48 percent) used “informal counseling” methods to counsel students.

Nagelson, Sandra. 2007. “Academic Misconduct by University Students: Faculty Perceptions and Responses.” Plagiary: Cross-Disciplinary Studies in Plagiarism, Fabrication, and Falsification 1: 1–10.

• Encourage learning, not just response

• Two-strike systems• Shared reporting

systems

Question 6

• Do honor codes or pledges help support academic integrity?

• Academic integrity is increased when the school culture explicitly promotes core academic values, such as truth, respect, fairness, honesty and responsibility.

• The clear commitment to such values provides both an important cognitive link to ethical arguments AND a supportive cultural ethos for achieving with integrity.

• Students are more likely to affirm the practices of academic integrity when they understand the goal of achieving fairness and equity.

• Ethical/moral attributions to decisions about academic integrity help students resist cheating behaviors.

Core Values for Codes & PledgesJS19

Do Honor Codes Work? BG5

• College Administration Publications. n.d. “New Research on Academic Integrity: The Success of ‘Modified’ Honor codes.” www.collegepubs.com/ref/ SFX000515.shtml (accessed Mar. 23, 2008).

Percent Students Reporting Cheating

WHEN

Private Campuses with Honor

Code

Large Public Univ. with

Mod. Honor Code

Campuses with no Honor

Code

On Tests 23% 33% 45%

On Written Work 45% 50% 56%

Impact of codes in high schoolJS25

Self-reported cheating - 2001

Test Writ.

Code 50% 43%

No code 57% 51%

Self-selection or impact of code?

Data provided by Don McCabe, Rutgers University

Example Honor Code The purpose of this Honor Code is to communicate the meaning and importance of academic integrity to all members of the school community and to articulate and support the interest of the community in maintaining the highest standards of conduct in student learning. [Your school name here] embodies a spirit of mutual trust and intellectual honesty that is central to the very nature of learning, and represents the highest possible expression of shared values among the members of the school community. The core values underlying and reflected in the Honor Code are:

• Academic honesty is demonstrated by students when the ideas and the writing of others are properly cited; students submit their own work for tests and assignments without unauthorized assistance; students do not provide unauthorized assistance to others; and students report their research or accomplishments accurately,

Honor Codes & PledgesJS20

Honor Code, cont. • Respect for others and the learning process to demonstrate

academic honesty, • Trust in others to act with academic honesty as a positive

community-building force in the school, • Responsibility is recognized by all to demonstrate their best effort

to prepare and complete academic tasks, • Fairness and equity are demonstrated so that every student can

experience an academic environment that is free from the injustices caused by any form of intellectual dishonesty, and

• Integrity of all members of the school community as demonstrated by a commitment to academic honesty and support of our quest for authentic learning.

Honor Codes & PledgesJS21

Honor Code, cont.

This Honor Code summarizes the Honor Policy, which defines the expected standards of conduct in academic affairs. The Honor Policy is published on our school website [link]. The Honor Council is the school body charged with enforcement of the Honor Code. The student body and faculty at [your school name here] will not tolerate any violation of the Honor Code.

See examples of Codes:http://www.ethicsed.org/programs/integrity-works/pdf/HonorCodeExamples.pdf

Honor Codes & PledgesJS22

Honor Pledge An honor pledge can be hand written out by each student and affirmed by a dated signature of the student and a parent or guardian at the start of each school year and turned in as a first exercise to the student’s English teacher.

General PledgeI pledge to maintain a high level of respect and integrity as a student representing [your school name]. I understand and will uphold the Honor Code in letter and spirit to help our school advance authentic learning. I will not lie, cheat, plagiarize or be complicit with those who do. I will encourage fellow students who commit honor offenses to acknowledge such offenses to their teacher or the Honor Council. I make this pledge in the spirit of honor and trust.

Honor Codes & PledgesJS23

Project Pledge On my honor, I have neither given nor received unauthorized aid on this assignment.

See examples of Pledges:http://www.ethicsed.org/programs/integrity-works/pdf/HonorPledgeExamples.pdf

Honor Codes & PledgesJS24

Question 7

• What procedures should be identified school-wide to prevent plagiarism?

School Procedures to Promote Academic Engagement and Integrity JS6

Communication and CareCommunicate to students that you are aware that academic dishonesty is a problem, that you take the issue seriously, and that you care about their integrity.

Play FairEstablish fair and clear learning objectives and assessment practices; when possible, include students in decision-making

ClarifyBe clear about what behaviors constitute academic dishonesty in your course.

Reinforce Reiterate the foregoing messages and policies throughout the year.

Enforce Support the integrity principles and policies you communicate with consistent adherence and enforcement.

School Procedures to Promote Academic Engagement and Integrity JS7

Emphasize Mastery GoalsEmphasize Mastery GoalsHelp students to Help students to focus on developing competencefocus on developing competence, not just demonstrating it. , not just demonstrating it.

Engage-- Create learning experiences that tap into students’ goals, interests, and value

Elaborate-- Make connections b/w learning activities and the world outside the classroom

Emphasize --Focus students on self-referenced effort, learning and improvement

Empower --Give students a sense of control (choice and voice) over the learning process and the products they create

Evaluate--Where possible, provide personalized and private assessment of student learning

Question 8

• What consequences are recommended if a student is found responsible for plagiarism?

Detecting and Confronting Plagiarism JS8

Strategies for Detecting See the Signs (Different voice/style, off topic, mixed citation styles or

formatting, lack of refs, anomalies in diction)Know the Online Sources (e.g., Cheathouse.com, School Sucks, Screw

School, The Paper Store) Search Suspicious Sections of Papers (using free search engines such as

Google or Yahoo)Use Plagiarism Detector (e.g., www.turnitin.com)

Strategies for Confronting Non-Confrontational (don’t be anger or accusatory; provide evidence and

ask questions)Indirect to Direct

*Adapted from Harris, R. (2001). Anti-Plagiarism Strategies for Research Papers. Online at: http://www.virtualsalt.com/antiplag.htm

ConsequencesDW3

Minor Offense Meaningful Offense (not pre-meditated)

Meaningful Offense (Pre-Meditated)

First 50% off assignment, offer to redo for full credit, written reflection assignment for teacher

0% on assignment, offer to redo for 50% credit, 9-month probation for Honor Council or Honor Societies, written reflection assignment for teacher

0% on assignment, 9-month probation for Honor Council or Honor Societies, written reflection assignment for teacher

Second 0% on assignment, offer to redo for 50% credit, 9-month probation for Honor Council or Honor Societies, written reflection assignment for Honor Council

0% on assignment, disqualification for Honor Council or Honor Societies, 30-day suspension from all extra-curricular activities, written reflection assignment for teacher

0% on assignment, disqualification for Honor Council or Honor Societies, 30-day suspension from all extra-curricular activities, 10 hours of community service, written reflection assignment for Honor Council

Finding of NegligenceThe Honor Council will assign a reflective activity to be completed in writing where the student will show Understanding of how greater attention and adherence to the Honor Code could have avoided the negligent act. For the full table and citations of examples go to – http://www.ethicsed.org/programs/integrity-works/pdf/HonorCouncil.pdf

Question 9

• As an electronic detection system, is TurnItIn more effective as an editorial tool for student writing drafts or as a summative evaluation of finished papers?

Question 10

• Are there effective teacher strategies to motivate students to resist plagiarism?

What Should Assignments Look Like? BG 6

• Less Valuable:• Write an essay about

Hamlet• Write an essay about a

specific aspect of Hamlet

• Write a personal statement about your experience and Hamlet

• More Valuable:• Read Hamlet• In groups of in class,

brainstorm topics or questions

• Choose an individual topic• Find evidence from the text

related to the topic• Write a thesis• Share thesis and discuss• Draft a first paragraph and

outline• Write an essay

Strategies for Preventing PlagiarismKC4

• Teach, teach, teach about expectations, proper paraphrasing, summarizing, and citation EVERY time a paper is assigned (NOT just English teachers!)

• Provide LOTS of explicit examples of both appropriate and inappropriate citation

• Have students practice paraphrasing and summarizing (great strategy for all learners!)

Preventing Plagiarism in Your Classroom JS9

Ounces of Prevention for PlagiarismOunces of Prevention for PlagiarismMake Assignments Clear and ManageableProvide List of Specific Topics or Required Components Require Process Steps

Topic, outline, annotated bibliography, first draft, peer reviewMeet with Students to Discuss Their Research PapersRequire Oral Reports

Have students present their written work orally; ask process questions.Require Recent References

Ask students to include at least three current references (this mitigates the use of “paper mills”

Require Meta-learning Essay Have students write a one-page essay on their writing process on the day papers are due/submitted

*Adapted from Harris, R. (2001). Anti-Plagiarism Strategies for Research Papers. Online at: http://www.virtualsalt.com/antiplag.htm

Question 11

• Are there specific steps a teacher can take in assigning research papers and other assignments to help avoid student plagiarism?

What should research projects look like? BG7

• In my survey of 80 Tennessee high school students:• 65% wrote a research

paper for English class• 38% wrote a research

paper for social studies• 67% of English papers

were on social studies topics

• 75% of students used all internet sources

• Questions:• Are students invested in

the research?• Should research be

discipline-specific?• Are students using the

internet wisely?• What’s the point of the

research paper?

Teacher Steps to Prevent PlagiarismKC5

• Break down assignments in stages or pieces (topic, research questions, bibliography, outline, ROUGH DRAFT, and final draft) – gives teacher chance to catch plagiarism early AND is an opportunity to give points for each step.

• Require printouts or copies of Internet and other sources• Make parameters of EACH assignment explicitly clear – don’t

assume that students will understand, especially if expectations change significantly from one assignment to the next.

• Have students explain their topic orally to the teacher one-on-one OR to the class.

Teacher Steps to Prevent PlagiarismKC6

• Have students write a “post paper” essay when they have turned in their papers about what they learned from the assignment (both process and subject)

• Make assignments/paper topics SPECIFIC• Change assignments/paper topics from semester to semester and

year to year.• Be explicit about consequences for plagiarism (Tell students your

“horror stories” about what happened to other students who have been caught plagiarizing in your class in the past.)

• Set up grading so that it is far better to turn in an assignment a couple of days late rather than cheating on it and receiving no credit and other punishments.

Question 12

• How can paraphrasing be used while avoiding plagiarism?

Question 13

• Should teachers be concerned about homework copying?

A Person-in-Context Model

Context

Person

CheatingBehavior

Perception

Judgment

Motivation

Character

PeersParents

TeachersOthers

SchoolClimate

CulturalNorms

SociohistoricContext

The Problem of Academic DishonestyJS33