Promoting Academic Integrity: Discouraging Plagiarism Presented by Laura Choi and Roger Stott Howard Community College January 25, 2006

TOPICS Listening to the students Explaining to the students Giving the students the right tools Creating assignments

Find out what they’re thinking… Set aside some time in class for an open discussion about plagiarism and cheating in general. Let students share their experiences in cheating or plagiarizing from high school and/or previous college courses. Let the conversation flow but play the role of a moderator If it seems that the students are being cavalier about the issue and not taking it seriously, re-direct the conversation by using some of the following guide questions

Possible Guide Questions –How do you feel about cheating? –Do you think cheating is ALWAYS wrong? –Is cheating ever justified? –Is academic cheating different from cheating in games or sport? How about cheating in relationships? –Could you trust someone who cheated often in school? –Does academic cheating harm anyone? –Do you know what the consequences are for cheating at HCC? Do you think they’re fair?

Why all this talk? –It lets the students understand that they are an important part of the dialogue when it comes to plagiarism issues –It gets the students to think about the issue without feeling threatened or feeling like they’re on the defensive –It lets the students know that plagiarism is an issue, one that deserves discussion time in class, one that is important to the instructor –It lets the students see that the instructor is interested in deterring and discouraging plagiarism, not only in catching cheaters and punishing them

Explain, Explain, Explain … 1.Explain to the students why academic honesty is important 2.Explain to the student what is expected of them early in the semester 3.Explain to the students how to avoid plagiarism 4.Explain to the students where to get help

1. Why is academic honesty important? Often students say, “Cheating doesn’t hurt anybody. What’s the big deal?” Students need to be able to see the issue as one that goes beyond individual students

2. What are the expectations? Be clear about the expectations Demonstrate your expectations Show the students how Turnitin.com is used – show them what you would see when you open a paper via Turnitin.com

3. How to avoid plagiarism? While some students cheat and plagiarize blatantly, some students make the mistake of plagiarizing. Spend a lot of time showing students how to properly document different types of sources, paying special attention to web sources. Show examples of quoting, paraphrasing, and summarizing (students find paraphrasing difficult and this is where they tend to make the mistake of plagiarizing). Remind students that documentation requires paying attention to details and to collect documentation information for every source they gather or use.

4. Where to get help? Remind students that no one memorizes documentation rules and methods, that all they need to know is where to find help and information. Recommend websites they can use to look up documentation information. When they have the tools, they’re more likely to attempt to document properly.

Websites for Students Diana Hacker’s Bedford Handbook Online – –Spend time showing students how to use this source – this is the BEST online source University of Maryland Library – Duke University Library – If you think your students are ready, show them the Citation Machine site – –Access through HCC Library Website (Databases) HCC Library -

Creating assignments that deter plagiarism “Vary topics from year to year” “Make assignments specific to your course” “Consider restricting the range of acceptable sources” “Consider asking for genres besides essays, reviews, and reports. Proposals, letters, interviews, and journalistic articles require students to demonstrate personal observations as well as to demonstrate precise clear reading of sources” *above tips are from “Deterring Plagiarism: Some Strategies,” (The University of Toronto)

More ideas… “Have them hand in pieces of their work periodically” – carefully monitor the writing process from prewriting to the final draft “Have your students do annotated bibliographies” Have students begin their writing assignments in class * Above tips are from “Tips for Cutting Off Plagiarism at the Pass” by Ryan Claycomb, University of Maryland’s Freshman Writing Program

Websites for Faculty The Center for Academic Integrity – Deterring Plagiarism: Some Strategies – University of Maryland’s Freshman Writing Program – (see pages 22-23) Academic Integrity Tutorial – Coastal Carolina Library: Detecting Plagiarized Papers – Laura Choi’s Academic Integrity Information Page –

Reminders Make students part of the conversation Let the students know that academic honesty and cheating are issues that are important to you In conversation with students, focus on deterring and avoiding plagiarism rather than on punishments or consequences Make your expectations very clear from the beginning of the course Give the students the tools Use the resources available at the library and collaborate with librarians and other faculty