[social-bio] This post is the first in a series of four. My posts largely draw from the insights I gained by conducting a doctoral study of students’ understandings of academic honesty and dishonesty.   In my analysis, I noted that students used, indirectly and directly, four metaphors to describe their sense of their role, place or position in the university.  This is the first of four posts presenting these four metaphors and their potential explanatory power related to students’ understandings of academic integrity.  I begin each with two student quotes that reflect the metaphor used by several students, a short explanation, and ideas about what the metaphor might suggest for teaching…

[social-bio] Having read and thought about students’ understandings of academic dishonesty, students’ responsibilities, and our own as teachers, I am very intentional about how I present my expectations and commitment to academic integrity in my teaching practice. Here are some principles I strive to follow: Create and foster student-teacher familiarity—I tell students about myself and express my interest in learning about them, especially through their writing and contribution to class discussion. Establish the value and relevance of the course content and learning outcomes—I explain why this course exists in the curriculum, why it may be useful to them now and in the future, and why students have a unique and…

[social-bio] It was interesting to me in my discussions with students for my doctoral study that the matter of unwarranted or easily begotten extensions came up as a concern for academic integrity. Of course, I realize the students who volunteered to participate in my study on students’ understandings of academic honesty and dishonesty could have been unique in some way or had their own “bones to pick” with teaching practices. This was, however, still a striking concern voiced by students and one worth passing along. Students in my study said the meeting of deadlines, especially those established well in advance, was a skill to cultivate and one that was worth…

[social-bio] Students, when asked what the purpose of referencing is in papers, are likely to respond “to avoid plagiarism.”  Slightly less rule-bound and more educationally enlightened, some might say “to show where the ideas in my paper came from.”  Now, while these interpretations may be accurate, they are incomplete and indicate a rather narrow view that may explain why students often report being perplexed by the notions plagiarism, originality, and authorship. Looking back, it wasn’t until I was a grad student that I started to recognize and value the information that referencing conventions provide.  As an undergraduate student, I recall believing there was a “quota” of references to be filled…

[social-bio] Students know that academic dishonesty is wrong and punishable.  Students clearly understand some of the acts known to be academically dishonest, especially where intention to break known rules for a grade advantage is apparent, such as in exam cheating or purchasing papers on-line. At the U of S it is a requirement that teachers provide information or link to the information about academic misconduct on course syllabi.  And, yet, students are still left wondering is it wrong to study from circulating old exams from the same course or professor?  Is it wrong to, instead of reading Hamlet the play, to watch a movie version and write an analysis on…

[social-bio] In my reading, researching, writing and chatting about the topic of academic dishonesty over the past decade, teachers’ reactions to academic dishonesty can range from feelings of general disillusionment with students to feelings of personal affront by a specific student.    Many struggle with questions like why would students do this, what could I have done differently, what is the right thing to do now? Beyond avoiding the disappointment that encounters with suspected academic dishonesty entail, as teachers I propose we are called to create the conditions for academic honesty because of our commitment to students’ achieving the learning outcomes set out in our courses as well as our commitment…