Survey Results What percentage of students and faculty consider the following to be “serious cheating”? StudentsFaculty Copying from another student during a test or exam without their knowledge Working on an assignment with others when instructor asked for individual work Turning in work done by someone else Fabricating / falsifying research data Getting Q/A from someone who has taken test Altering graded test and submitting it for additional credit Using a false excuse to obtain extension on due date Source: Student data from survey at Wilfrid Laurier University, Orientation Week, Faculty data from survey at Simon Fraser University, see: accessed August 28, 2006

Survey Results What percentage of students and faculty consider the following to be “serious cheating”? StudentsFaculty Copying from another student during a test or exam without their knowledge 88%87% Working on an assignment with others when instructor asked for individual work Turning in work done by someone else Fabricating / falsifying research data Getting Q/A from someone who has taken test Altering graded test and submitting it for additional credit Using a false excuse to obtain extension on due date Source: Student data from survey at Wilfrid Laurier University, Orientation Week, Faculty data from survey at Simon Fraser University, see: accessed August 28, 2006

Survey Results What percentage of students and faculty consider the following to be “serious cheating”? StudentsFaculty Copying from another student during a test or exam without their knowledge 88%87% Working on an assignment with others when instructor asked for individual work 516 Turning in work done by someone else Fabricating / falsifying research data Getting Q/A from someone who has taken test Altering graded test and submitting it for additional credit Using a false excuse to obtain extension on due date Source: Student data from survey at Wilfrid Laurier University, Orientation Week, Faculty data from survey at Simon Fraser University, see: accessed August 28, 2006

Survey Results What percentage of students and faculty consider the following to be “serious cheating”? StudentsFaculty Copying from another student during a test or exam without their knowledge 88%87% Working on an assignment with others when instructor asked for individual work 516 Turning in work done by someone else 8290 Fabricating / falsifying research data Getting Q/A from someone who has taken test Altering graded test and submitting it for additional credit Using a false excuse to obtain extension on due date Source: Student data from survey at Wilfrid Laurier University, Orientation Week, Faculty data from survey at Simon Fraser University, see: accessed August 28, 2006

Survey Results What percentage of students and faculty consider the following to be “serious cheating”? StudentsFaculty Copying from another student during a test or exam without their knowledge 88%87% Working on an assignment with others when instructor asked for individual work 516 Turning in work done by someone else 8290 Fabricating / falsifying research data 3994 Getting Q/A from someone who has taken test Altering graded test and submitting it for additional credit Using a false excuse to obtain extension on due date Source: Student data from survey at Wilfrid Laurier University, Orientation Week, Faculty data from survey at Simon Fraser University, see: accessed August 28, 2006

Survey Results What percentage of students and faculty consider the following to be “serious cheating”? StudentsFaculty Copying from another student during a test or exam without their knowledge 88%87% Working on an assignment with others when instructor asked for individual work 516 Turning in work done by someone else 8290 Fabricating / falsifying research data 3994 Getting Q/A from someone who has taken test 2861 Altering graded test and submitting it for additional credit Using a false excuse to obtain extension on due date Source: Student data from survey at Wilfrid Laurier University, Orientation Week, Faculty data from survey at Simon Fraser University, see: accessed August 28, 2006

Survey Results What percentage of students and faculty consider the following to be “serious cheating”? StudentsFaculty Copying from another student during a test or exam without their knowledge 88%87% Working on an assignment with others when instructor asked for individual work 516 Turning in work done by someone else 8290 Fabricating / falsifying research data 3994 Getting Q/A from someone who has taken test 2861 Altering graded test and submitting it for additional credit 7992 Using a false excuse to obtain extension on due date Source: Student data from survey at Wilfrid Laurier University, Orientation Week, Faculty data from survey at Simon Fraser University, see: accessed August 28, 2006

Survey Results What percentage of students and faculty consider the following to be “serious cheating”? StudentsFaculty Copying from another student during a test or exam without their knowledge 88%87% Working on an assignment with others when instructor asked for individual work 516 Turning in work done by someone else 8290 Fabricating / falsifying research data 3994 Getting Q/A from someone who has taken test 2861 Altering graded test and submitting it for additional credit 7992 Using a false excuse to obtain extension on due date 1840 Source: Student data from survey at Wilfrid Laurier University, Orientation Week, Faculty data from survey at Simon Fraser University, see: accessed August 28, 2006

Academic misconduct “Academic misconduct is an act by a student, or by students … which may result in a false evaluation of the student(s), or which represents an attempt to unfairly gain an academic advantage … Whether or not a student intended to commit academic misconduct is not relevant for a finding of academic misconduct.” Source: WLU Undergraduate Academic Calendar

Faculty Teaching Responsibility “to be fair and objective in relations with students and in grading of student assignments;” Source: Section Collective Agreement between Wilfrid Laurier University and Wilfrid Laurier University Faculty Association for Full-time Faculty and Professional Librarians July 1, 2005 to June 30, 2008

New educational initiatives Academic integrity information sent through Headstart program Orientation week sessions run by student ambassadors Upgraded academic integrity website New teaching cases on academic integrity Information for faculty and TAs about academic integrity policies/procedures

Overview of new procedures New forms to help streamline and clarify the process Explicit penalty guidelines Central registry of offences More student involvement in the adjudication process TAs’ responsibilities in upholding our fundamental values: 1. Inform the prof when misconduct is suspected 2. Assist in documenting the incident, completing the relevant forms

Trustworthiness Honesty Integrity Reliability Loyalty Adapted from: Schwartz, M. (2002) “A code of ethics for corporate codes of ethics” Journal of Business Ethics, Vol.41, Fundamental Values Respect Responsibility Fairness Caring Citizenship

Ethics in Academic Work Wilfrid Laurier University Student to Student

Introduction The presenters... The purpose… Agenda 1) Cheating – what it is 2) Detection 3) Consequences 4) Importance of academic integrity

Discussion What are your personal experiences with cheating? (Not expecting confessionals) How did you react to cheating in your high school?

Discussion How did teachers catch students in high school? Did students ‘tell’ on one another?

Discussion What did your previous school do to deal with cheaters?

Who does cheating harm? The following groups of people are all affected by academic misconduct: The university Your classmates YOU!

Headlines… University uncovers plagiarism bombshell Simon Fraser wants to give failing grades to 47 copycats (National Post, January 7, 2002 p. A1) Cheating scandal shocks university (The Record, January 7, 2002, p. D9)

You No learning Penalties up to and including expulsion from the university Career difficulties (incidents of academic misconduct are noted on your transcript!) Stigmatization, ostracism Embarrassment, lowered self-concept Stress

Get help, ask questions Your professor / teaching assistant University Calendars ( Learning Services ( Library ( Counselling Services ( Academic Integrity Website (

Academic integrity Integrity is defined as: "moral uprightness; honesty...unimpaired or uncorrupted..." Canadian Oxford Dictionary (2004) The expectations placed on students at Laurier include honesty and integrity in both their academics and behaviour on and off campus.

Reflections from Ambassadors “I didn’t think that that kind of dishonesty was so commonplace.” “I became more aware of my actions and how I handled my work and others.” “I will be more aware of group work and adequate sourcing.” “…taking a leadership role… has reinforced that I can make a difference and that everyone helps to set an example for somebody else.” Source: 2006 Academic Integrity Ambassadors

Reflections from Ambassadors “Academic Integrity: What you do today, echoes in eternity.” “To show that WLU cares enough to warn students about the penalties before having to implement them if needed.” “….understanding that a person’s flawed sense of ethics can affect a larger group of people.” Source: 2006 Academic Integrity Ambassadors

Reflections on Prior Volunteering/Community Service Survey of Bu 288 students, Winter 2007 found the following outcomes: -skill development -personality traits affected -career possibilities explored

Beyond Laurier Other institutions begin to adopt the model (Queen’s University, Conestoga College) New joint initiatives Laurier, Conestoga College, University of Waterloo Public and Catholic school boards Training and development for vice principals and teachers Long term – secondary school curriculum change

Detection - technology Turnitin.com Compares your paper to: other student papers submitted (over 40 million) Internet websites (over 12 billion) Major newspapers/magazines/journals (over 10,000) Facebook groups Google searches Source: Turnitin.com