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Instructors who spend some class time early in the term talking with
their classes about academic integrity have found the experience a worthwhile
one that also helps students recognize how important it is for them to
take responsibility for their learning (rather than passively imbibe
from the stream of wisdom dispensed by the “sage on the stage”).
Individual faculty members may prefer to develop unique approaches to
beginning such discussions. The following outline is offered as one approach
that might be of interest to some.
- Start with a simple statement such as: “Today (the first day
of class or shortly thereafter) I want to spend some time talking about
academic integrity and why it matters to you, our University and me.”
- One method of engaging students might employ open-ended questions
to draw them into active participation (such an approach might take
as little as 10 minutes or as much as 30 minutes):
- “You can see that I have a statement on my syllabus that says I
have high standards of academic integrity and expect my students
to do so too (examples of statements that can be included in syllabi
are provided here.)
- What do you think I mean by ‘academic integrity’? (draw out the
class’s ideas and array them on the board)
- What exactly does “x” mean (taking group through clarification
of their statements)?
- Why do you think I care about academic integrity? (be prepared
to draw them out, then offer your own comments that touch on such
matters as the following; expressing your own views in personal as
well as professional terms is likely to be particularly effective
in getting the message across)
- the importance of having the same ground rules so that everyone
so that you feel that you’re being a fair teacher conducting fair
evaluations;
- the importance for students to take responsibility for learning
in a disciplined manner;
- the importance of personal integrity as part of individuals’ reputations,
and the loss of ability to function effectively in various settings
when someone becomes known as a person who cannot be trusted;
- the importance of integrity as a philosophical matter (the pursuit
of truth and why truth is important)
- the importance of integrity to the university’s reputation (and
to the “value” of their degree as members of the university’s extended
community);
- the importance of mutual respect (your respect for them, their
respect for you, their respect for each other);
- the importance of integrity in the future roles as citizen-leaders
in various settings;
- the problems that arise for society when integrity is compromised
(see links to recent news stories here);
- the special responsibilities of those who aspire to be professionals
(including the need to report misconduct on admissions applications
and licensing bodies; the need to maintain good character so that
they will be able to provide solid references; and the risks to
citizens they are pledged to serve if they get into the habit of
cutting ethical corners)
- Do you think that students care about academic integrity (Why?
Why not?)
- How many of you have ever observed anyone cheating (here at the
university or in high school)? What were they doing? How did that
make you feel? What did you do about it? Why?
- Have you heard of the Honor Code here at Carolina? Why do you think
we have an Honor Code? Let’s take a look at the provisions
on academic misconduct (see handout).
What does x mean?
- What else should the University do to discourage academic dishonesty?
What kinds of things do you think I should do in this class?
- What else should the University do to aspire higher and to become
known as a leader in graduating students who are committed to honor
and integrity? What else might I do in this class?
- Another approach might be to present a short fact pattern raising
issues of integrity relevant to your discipline or something of widely
shared interest to a cross section of the public. You can also find
a variety of case scenarios raising issues relating to integrity and
ethics by following links on the resources segment
of this website.
- Consider using the “one minute paper” reflection strategy to get
students to think more deeply before they speak. You can describe
the scenario (or distribute a short summary of facts describing the
situation) then ask students to read and reflect on it for a few
minutes while jotting down notes on the nature of the problem presented,
the choices available, the reasons why they agree or disagree with
what occurred (or the approaches they might take to resolving the
stated dilemma).
- Then move to discussion of the scenario, exploring these or other
questions (and drawing in comments from all around the class).
- Move on to make the link into their experience in the University
and in your class. A possible segue might be: Have you (or a friend)
ever faced what you think of as an ethical dilemma relating to academic
integrity? What kinds of dilemmas?
- I’ve got a statement regarding academic integrity on the syllabus.
What does “academic integrity” mean to you? (then follow script above)
- Yet another approach is to invite one or two students involved in
the honor system (Student Attorney General’s Office, Honor Court,
Honor System Outreach), or a faculty member involved in the honor system
(such as a member of the faculty advisory committee or the newly created “Advocates
for Honor” group) to give a guest presentation or lead discussion.
If you would like to tap into these resources, please contact the Honor
System Outreach Coordinator.
- During the 2003-04 academic year, the campus community is invited
to participate in the “Carolina Integrity Initiative” that
will involve a range of speakers, discussions, and other activities
relating to the theme of integrity as it affects all aspects of campus
life. More information is available on the Johnston
Center for Undergraduate Excellence website.
- Please share your own ideas about how to faculty members can incorporate
discussion of integrity as part of the academic enterprise by contacting
the Center for Teaching and
Learning.
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