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What Counts as Academic Dishonesty?
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Every term, I end up turning in a few students for violations of the Honor Code. It sucks. I don’t like filling out the paperwork. I don’t like the feeling that students try to trick me. The students involved are all definitely unhappy.
The most typical violation has been copying passages from sources word-for-word without any citation—without even quotation marks for that matter. When challenged, most students have responded that they didn’t realize citations and quotation marks were required. I certainly understand errors in bibliographic format. That kind of error is easy to make, especially when citation styles change every few years. It concerns me, however, that students can get to Junior and Senior standing at college without understanding how basic documentation of quotations works.
Given what I have been seeing, I have stepped up my documentation lessons to take on the issue directly. Students read the information on research and documentation from their textbook. In my case, that includes the following from Markel & Selber’s Technical Communication:
- Chapter 6: Researching Your Subject
- Chapter 7: Organizing Your Information
- Part A: Skimming Your Sources and Taking Notes
- Part B: Documenting Your Sources
I also have students review the resources available on the Virginia Tech Honor System website:
- Definitions of Academic Misconduct
- Information for Students
- FAQs for Students and Families
- Tips to Prevent Cheating in the Classroom
In addition to this basic instruction, I asked students to discuss the intricacies of academic research in the class’s online forum. To get the conversation started, I asked students to read through the questions and answers on the Academic Honesty Quiz from the University of Rochester. After reviewing the quiz, I asked students to consider these questions, noting that they did not need to address every quiz question in their responses:
- Do your agree with their results?
- Would you offer a different answer?
- Are there more options than the quiz suggests? What are they?
- What would you do if you were the teacher involved?
- What questions about plagiarism (or other academic dishonesty) do you have that aren’t discussed in the quiz?
Some of the situations in the quiz are relatively straightforward, but others led students to question policy and academic responsibility. The questions related to notes falling out from under a desk and failing to log off a computer in particular resulted in engaged conversation.
I will definitely use this discussion strategy again next term. I may also add some infographic representations of some of the basic principles that students should follow. The textbook and Honor System readings are long and dense. Highlighting some of those points in a more visual format should help emphasis the concepts. What do you do to help students understand the principles and ethics of academic research? How do you demonstrate and discuss documentation? Tell me about your practices or leave a question in the comments below. I’d love to hear from you!
Image credit: Meme generated on the ICanHasCheezburger site.
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