1. The Pedagogy of Academic Integrity November 8, 2012 The Pedagogy of Academic Integrity Faculty Development Workshop Colby College November 8, 2012

2. The Pedagogy of Academic Integrity November 8, 2012 Recent Incidents Harvard –125 students accused of collaboration on a take-home final examination Stuyvesant High School –66 students on Regents exam—using cellphones to text images of the test Non-academic contexts –Athletics (performance-enhancing drugs) –Business (Enron, WorldCom, etc.) –Politics (lobbying and contracts)

3. The Pedagogy of Academic Integrity November 8, 2012 Overview National Research Colby Context Pedagogical Responses: Case Studies Institutional Responses

4. The Pedagogy of Academic Integrity November 8, 2012 National Research How many students are cheating? –High school: 59% cheated on a test (including 56% of honors students) 34% cheated twice or more 81% copied homework 34% plagiarized an internet document 20% reported cheating at sports Source: Josephson Institute Center for Youth Ethics—2010 Report Card—40,000 students

5. The Pedagogy of Academic Integrity November 8, 2012 National Research How many students are cheating? –College: 14% copied from another student on a test 8% used crib notes during an exam 30% learned what was on a test by talking with someone who had already taken it 42% collaborated on an individual assignment 38% copied few sentences on a paper 14% falsified a bibliography 8% turned in copied work 7% turned in work done by another 3% obtained a paper from a paper mill 65% engaged in one of the forms of cheating Source: Donald McCabe, Cheating in College (2012)—based on research from 2002-10, 64,000 students

6. The Pedagogy of Academic Integrity November 8, 2012 National Research Why do students cheat? –Performance pressure (GPA, parental expectations)—survival or thriving –Everyone is doing it—need to level the competitive field –Faculty don’t care—they don’t do anything about cheating –College is no different than high school –Focus on “getting the work done” rather than on any learning –Examples of cheating in broader culture –“It’s not that big a deal.”—big gap in perceived seriousness between students and faculty Source: Donald McCabe, Cheating in College (2012)—based on research from 2002-10, 64,000 students

7. The Pedagogy of Academic Integrity November 8, 2012 Colby Context

8. The Pedagogy of Academic Integrity November 8, 2012 Reporting: Fall 2007-Fall 2012 semester# of cases fall 20071 spring 200812 fall 20081 spring 20093 fall 20092 spring 20105 fall 20105 spring 201112 fall 201110 Jan Plan 20124 spring 201211 fall 20122 Total68

9. The Pedagogy of Academic Integrity November 8, 2012 Reporting: Type By Type 78% plagiarism 9% collaboration 7% cheating 6% other

10. The Pedagogy of Academic Integrity November 8, 2012 Sanctions 50% failure on assignment 25% failure in course 25% other sanctions (includes partial loss of credit for assignment, zero for one component of overall course grade, 1/3 letter grade reduction, etc.) 4 cases resulted in suspension (3 one semester suspensions, 1 Jan Plan suspension) # of cases heard by Appeals Board9 Departments Reporting since fall 2007 19 Number of individual faculty reporting since fall 2007 41

11. The Pedagogy of Academic Integrity November 8, 2012 Moving from “Law and Order” to Pedagogy “Law and order” Suspects Witnesses Evidence Burden of proof Rights Penalties Permanent record Trials Pedagogy Students Teachers Academic integrity Sources Individual work Proper attribution Teachable moments Learning Conversations

12. The Pedagogy of Academic Integrity November 8, 2012 Pedagogical Responses: Case Studies Things to Consider: What is the student’s motivation? How should the faculty member respond? What are the messages we want to communicate? Could these situations have been prevented? Are there implications for the institution’s response?

13. The Pedagogy of Academic Integrity November 8, 2012 Possible Institutional Responses How can we cultivate a culture of academic integrity among our students? How can faculty support each other in this effort? How can the institution support you in this effort?