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Dealing Dealing with with Academic Academic Dishonesty Dishonesty John Petraitis John Petraitis Department of Psychology Department of Psychology

Dealing with Academic Dishonesty

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Dealing with Academic Dishonesty. John Petraitis Department of Psychology. Forms of Academic Dishonesty. Cheating on exams Wandering eyes Crib notes (inside water bottles) Purloined copies of the exam PDA’s, picture phones, flash drives Deception on papers Plagiarism Bogus citations - PowerPoint PPT Presentation

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Page 1: Dealing with Academic Dishonesty

Dealing with Dealing with Academic Academic

DishonestyDishonestyJohn PetraitisJohn Petraitis

Department of PsychologyDepartment of Psychology

Page 2: Dealing with Academic Dishonesty

Forms of Academic Forms of Academic DishonestyDishonesty

• Cheating on examsCheating on exams• Wandering eyesWandering eyes• Crib notes (inside water bottles)Crib notes (inside water bottles)• Purloined copies of the examPurloined copies of the exam• PDA’s, picture phones, flash drivesPDA’s, picture phones, flash drives

• Deception on papersDeception on papers• PlagiarismPlagiarism• Bogus citationsBogus citations

• ““My Grandma died”My Grandma died”

Page 3: Dealing with Academic Dishonesty

StatisticsStatistics• 74%74% of students admitted that at least once during the past of students admitted that at least once during the past

school year they had engaged in "serious" cheating school year they had engaged in "serious" cheating ((http://http://www.plagiarism.org/plagiarism_stats.htmlwww.plagiarism.org/plagiarism_stats.html))

• 80%80% of college students admit to cheating at least once of college students admit to cheating at least once ((http://http://www.plagiarism.org/plagiarism_stats.htmlwww.plagiarism.org/plagiarism_stats.html))

• 36%36% of undergraduates have admitted to plagiarizing from off- of undergraduates have admitted to plagiarizing from off-line published material line published material ((http://http://www.plagiarism.org/plagiarism_stats.htmlwww.plagiarism.org/plagiarism_stats.html))

• 54%54% of students admitted to plagiarizing from on-line of students admitted to plagiarizing from on-line materials materials (http://www.plagiarism.org/plagiarism_stats.html)(http://www.plagiarism.org/plagiarism_stats.html)

• 58%58% of HS students let someone copy their work in of HS students let someone copy their work in 19691969,,• 98%98% of HS students let someone copy their work in of HS students let someone copy their work in 19891989

(http://www.plagiarism.org/plagiarism_stats.html)(http://www.plagiarism.org/plagiarism_stats.html)

• 90%90% of students believe that cheaters are never caught of students believe that cheaters are never caught (http://www.plagiarism.org/plagiarism_stats.html)(http://www.plagiarism.org/plagiarism_stats.html)

• 47%47% of students believe their teachers sometimes choose to of students believe their teachers sometimes choose to ignore students who are cheating ignore students who are cheating (http://www.plagiarism.org/plagiarism_stats.html)(http://www.plagiarism.org/plagiarism_stats.html)

• 55%55% of faculty of faculty "would not be willing to devote any real effort "would not be willing to devote any real effort to documenting suspected incidents of student cheating” to documenting suspected incidents of student cheating” (http://www.plagiarism.org/plagiarism_stats.html)(http://www.plagiarism.org/plagiarism_stats.html)

Page 4: Dealing with Academic Dishonesty

StatisticsStatistics

• Illusion of Illusion of invulnerabilityinvulnerability• Feeling somehow Feeling somehow

less vulnerable less vulnerable than othersthan others

Page 5: Dealing with Academic Dishonesty

How to Deter How to Deter Cheating in GeneralCheating in General• Address it on Day 1 and in the syllabusAddress it on Day 1 and in the syllabus

– PSY 111 SYLLABUS…PSY 111 SYLLABUS…• Although you may consult with other students about Although you may consult with other students about

assignments in this class, you must complete all assignments assignments in this class, you must complete all assignments on your own. Handing in work that is based even partially on on your own. Handing in work that is based even partially on the work of other students constitutes academic misconduct the work of other students constitutes academic misconduct and will be reported to the Dean of Students for disciplinary and will be reported to the Dean of Students for disciplinary action. Similarly, providing your work to other students for action. Similarly, providing your work to other students for their use also constitutes academic misconduct and might their use also constitutes academic misconduct and might lead to disciplinary action.lead to disciplinary action.

Page 6: Dealing with Academic Dishonesty

How to Deter How to Deter Cheating in GeneralCheating in General• Address it on Day 1 and in the syllabusAddress it on Day 1 and in the syllabus

– PSY 375 SYLLABUS…PSY 375 SYLLABUS…• A note about plagiarism is called for. I routinely check for A note about plagiarism is called for. I routinely check for

plagiarism by checking journals and books, “paper mills” and plagiarism by checking journals and books, “paper mills” and papers from past students. papers from past students. I have zero tolerance for it. I look I have zero tolerance for it. I look for it and I am good at finding it. If I find or for it and I am good at finding it. If I find or even suspecteven suspect plagiarized material, the paper will be, without exception, plagiarized material, the paper will be, without exception, forwarded to the Dean of Students – someone who can attest forwarded to the Dean of Students – someone who can attest that I have a long history of reporting cases of plagiarism.that I have a long history of reporting cases of plagiarism.

Page 7: Dealing with Academic Dishonesty

How to Deter Exam How to Deter Exam CheatingCheating

• Use written exams instead of multiple choiceUse written exams instead of multiple choice

• If multiple-choice…If multiple-choice…– Use alternate versions (same Q’s, dif. order)Use alternate versions (same Q’s, dif. order)– Assign a bogus number (e.g., row number) “to Assign a bogus number (e.g., row number) “to

check for “statistical similarities in error patterns” check for “statistical similarities in error patterns” via “Cheat-1” and “Cheat-2” programsvia “Cheat-1” and “Cheat-2” programs

– Allow “notes page” or open-bookAllow “notes page” or open-book

http://teaching.berkeley.edu/bgd/prevent.html

Page 8: Dealing with Academic Dishonesty

How to Deter PlagiarismHow to Deter Plagiarism

• Clarify the distinctions between Clarify the distinctions between plagiarism, paraphrasing, and direct plagiarism, paraphrasing, and direct citation.citation.– Provide students with instances of correct and Provide students with instances of correct and

incorrect ways to use others' ideas and words.incorrect ways to use others' ideas and words.• You might want to seek permission to distribute the You might want to seek permission to distribute the

following example from following example from The Random House The Random House Handbook, Handbook, 6th ed., by Frederick Crews (New York: 6th ed., by Frederick Crews (New York: McGraw-Hill, 1992, pp. 181-183):McGraw-Hill, 1992, pp. 181-183):

http://teaching.berkeley.edu/bgd/prevent.html

Page 9: Dealing with Academic Dishonesty

How to Deter PlagiarismHow to Deter Plagiarism• Source:Source: The joker in the European pack was Italy. For a time hopes were entertained of her The joker in the European pack was Italy. For a time hopes were entertained of her

as a force against Germany, but these disappeared under Mussolini. In 1935 Italy made a as a force against Germany, but these disappeared under Mussolini. In 1935 Italy made a belated attempt to participate in the scramble for Africa by invading Ethiopia. It was clearly a belated attempt to participate in the scramble for Africa by invading Ethiopia. It was clearly a breach of the covenant of the League of Nations for one of its members to attack another. breach of the covenant of the League of Nations for one of its members to attack another. France and Great Britain, as great powers, Mediterranean powers, and African colonial powers, France and Great Britain, as great powers, Mediterranean powers, and African colonial powers, were bound to take the lead against Italy at the league. But they did so feebly and half-heartedly were bound to take the lead against Italy at the league. But they did so feebly and half-heartedly because they did not want to alienate a possible ally against Germany. The result was the worst because they did not want to alienate a possible ally against Germany. The result was the worst possible: the league failed to check aggression, Ethiopia lost her independence, and Italy was possible: the league failed to check aggression, Ethiopia lost her independence, and Italy was alienated after all. (J. M. Roberts, History of the World (New York: Knopf, 1976), p. 845.)alienated after all. (J. M. Roberts, History of the World (New York: Knopf, 1976), p. 845.)

• Version A:Version A: Italy, one might say, was the Italy, one might say, was the joker in the European deckjoker in the European deck. When she . When she invaded Ethiopia, invaded Ethiopia, it was clearly a breach of the covenant of the League of it was clearly a breach of the covenant of the League of NationsNations; yet the efforts of England and France to take the lead against her were ; yet the efforts of England and France to take the lead against her were feeble and half-heartedfeeble and half-hearted. It appears that those great powers had no wish to alienate . It appears that those great powers had no wish to alienate a possible ally against Hitler's rearmed Germany.a possible ally against Hitler's rearmed Germany.

• Comment:Comment: Clearly plagiarism. Though the facts cited are public knowledge, Clearly plagiarism. Though the facts cited are public knowledge, the the stolen phrases stolen phrases aren't. Note that the writer's interweaving of his own words with the aren't. Note that the writer's interweaving of his own words with the source's does not render him innocent of plagiarism..source's does not render him innocent of plagiarism..

http://teaching.berkeley.edu/bgd/prevent.html

Page 10: Dealing with Academic Dishonesty

How to Deter PlagiarismHow to Deter Plagiarism• Source:Source: The joker in the European pack was Italy. For a time hopes were entertained of her The joker in the European pack was Italy. For a time hopes were entertained of her

as a force against Germany, but these disappeared under Mussolini. In 1935 Italy made a as a force against Germany, but these disappeared under Mussolini. In 1935 Italy made a belated attempt to participate in the scramble for Africa by invading Ethiopia. It was clearly a belated attempt to participate in the scramble for Africa by invading Ethiopia. It was clearly a breach of the covenant of the League of Nations for one of its members to attack another. breach of the covenant of the League of Nations for one of its members to attack another. France and Great Britain, as great powers, Mediterranean powers, and African colonial powers, France and Great Britain, as great powers, Mediterranean powers, and African colonial powers, were bound to take the lead against Italy at the league. But they did so feebly and half-heartedly were bound to take the lead against Italy at the league. But they did so feebly and half-heartedly because they did not want to alienate a possible ally against Germany. The result was the worst because they did not want to alienate a possible ally against Germany. The result was the worst possible: the league failed to check aggression, Ethiopia lost her independence, and Italy was possible: the league failed to check aggression, Ethiopia lost her independence, and Italy was alienated after all. (J. M. Roberts, alienated after all. (J. M. Roberts, History of the World History of the World (New York: Knopf, 1976), p. 845.)(New York: Knopf, 1976), p. 845.)

• Version B:Version B: Italy was the Italy was the joker in the European deckjoker in the European deck. Under Mussolini in 1935, she . Under Mussolini in 1935, she made a belated attempt to participate in the scramble for Africa by invading Ethiopia. made a belated attempt to participate in the scramble for Africa by invading Ethiopia. As J. M. Roberts points out, this violated the covenant of the League of Nations. ( J. As J. M. Roberts points out, this violated the covenant of the League of Nations. ( J. M. Roberts, M. Roberts, History of the World History of the World (New York: Knopf, 1976), p. 845.) But France and (New York: Knopf, 1976), p. 845.) But France and Britain, not wanting to alienate a possible ally against Germany, put up only Britain, not wanting to alienate a possible ally against Germany, put up only feeble feeble and half-heartedand half-hearted opposition to the Ethiopian adventure. The outcome, as Roberts opposition to the Ethiopian adventure. The outcome, as Roberts observes, was "the worst possible: the league failed to check aggression, Ethiopia observes, was "the worst possible: the league failed to check aggression, Ethiopia lost her independence, and Italy was alienated after all." (Roberts, p. 845.) lost her independence, and Italy was alienated after all." (Roberts, p. 845.)

• Comment:Comment: Still plagiarism. The two correct citations of Roberts serve as a kind of Still plagiarism. The two correct citations of Roberts serve as a kind of alibialibi for the appropriating of other, for the appropriating of other, unacknowledged phrasesunacknowledged phrases. But the alibi has no . But the alibi has no force: some of Roberts' force: some of Roberts' words are again being presented as the writer's.words are again being presented as the writer's.

http://teaching.berkeley.edu/bgd/prevent.html

Page 11: Dealing with Academic Dishonesty

How to Deter PlagiarismHow to Deter Plagiarism• Source:Source: The joker in the European pack was Italy. For a time hopes were entertained of her as The joker in the European pack was Italy. For a time hopes were entertained of her as

a force against Germany, but these disappeared under Mussolini. In 1935 Italy made a belated a force against Germany, but these disappeared under Mussolini. In 1935 Italy made a belated attempt to participate in the scramble for Africa by invading Ethiopia. It was clearly a breach of attempt to participate in the scramble for Africa by invading Ethiopia. It was clearly a breach of the covenant of the League of Nations for one of its members to attack another. France and the covenant of the League of Nations for one of its members to attack another. France and Great Britain, as great powers, Mediterranean powers, and African colonial powers, were bound Great Britain, as great powers, Mediterranean powers, and African colonial powers, were bound to take the lead against Italy at the league. But they did so feebly and half-heartedly because to take the lead against Italy at the league. But they did so feebly and half-heartedly because they did not want to alienate a possible ally against Germany. The result was the worst they did not want to alienate a possible ally against Germany. The result was the worst possible: the league failed to check aggression, Ethiopia lost her independence, and Italy was possible: the league failed to check aggression, Ethiopia lost her independence, and Italy was alienated after all. (J. M. Roberts, alienated after all. (J. M. Roberts, History of the World History of the World (New York: Knopf, 1976), p. 845.)(New York: Knopf, 1976), p. 845.)

• Version C:Version C: Much has been written about German rearmament and militarism in the period Much has been written about German rearmament and militarism in the period 1933-1939. But Germany's dominance in Europe was by no means a foregone conclusion. The 1933-1939. But Germany's dominance in Europe was by no means a foregone conclusion. The fact is that the balance of power might have been tipped against Hitler if one or two things had fact is that the balance of power might have been tipped against Hitler if one or two things had turned out differently. Take Italy's gravitation toward an alliance with Germany, for example. turned out differently. Take Italy's gravitation toward an alliance with Germany, for example. That alliance seemed so very far from inevitable that Britain and France actually muted their That alliance seemed so very far from inevitable that Britain and France actually muted their criticism of the Ethiopian invasion in the hope of remaining friends with Italy. They opposed the criticism of the Ethiopian invasion in the hope of remaining friends with Italy. They opposed the Italians in the League of Nations, as J. M. Roberts observes, "feebly and half-heartedly because Italians in the League of Nations, as J. M. Roberts observes, "feebly and half-heartedly because they did not want to alienate a possible ally against Germany." (J. M. Roberts, they did not want to alienate a possible ally against Germany." (J. M. Roberts, History of the History of the World World (New York: Knopf, 1976), p. 845.) Suppose Italy, France, and Britain had retained a (New York: Knopf, 1976), p. 845.) Suppose Italy, France, and Britain had retained a certain common interest. Would Hitler have been able to get away with his remarkable bluffing certain common interest. Would Hitler have been able to get away with his remarkable bluffing and bullying in the later thirties?and bullying in the later thirties?

• Comment:Comment: NoNo plagiarism. The writer has been influenced by the public facts mentioned by plagiarism. The writer has been influenced by the public facts mentioned by Roberts, but he Roberts, but he hasn't tried to pass off Roberts' conclusions as his own.hasn't tried to pass off Roberts' conclusions as his own. The one clear The one clear borrowing is properly acknowledged.borrowing is properly acknowledged.

http://teaching.berkeley.edu/bgd/prevent.html

Page 12: Dealing with Academic Dishonesty

How to Deter PlagiarismHow to Deter Plagiarism• Place limits on topic selection. Avoid topics that are too Place limits on topic selection. Avoid topics that are too

general; this decreases the likelihood of using a "paper mill." general; this decreases the likelihood of using a "paper mill." • Establish precise format for paper and stick to it. Establish precise format for paper and stick to it. ..\..\Courses\Psy 375\Grading ..\..\Courses\Psy 375\Grading

Sheet for the Course Paper.docSheet for the Course Paper.doc

• Require…Require…– a tentative bibliography early in the term. a tentative bibliography early in the term. – library location numbers. library location numbers. – an advance outline of the paper.an advance outline of the paper.– notes and rough drafts.notes and rough drafts.– ““marked” copies of references.marked” copies of references.

• Do not permit late topic changes.Do not permit late topic changes.• Change the assignment frequently. Change the assignment frequently. • Require two copies, one of which will be kept on file. Require two copies, one of which will be kept on file. • Require a digital copy that… Require a digital copy that…

– ““can be submitted to a plagiarism detection service”can be submitted to a plagiarism detection service”– ““can be sent to the Dean of Students”can be sent to the Dean of Students”

http://teaching.berkeley.edu/bgd/prevent.html

Page 13: Dealing with Academic Dishonesty

If you suspect plagiarized If you suspect plagiarized material on a paper…material on a paper…

• Check…Check…– FileFile

• PropertiesProperties– SummarySummary

» Author and CompanyAuthor and Company

– StatisticsStatistics» Created dateCreated date

» Modified dateModified date

» # revisions# revisions

» Total editing timeTotal editing time

– Warning: changing a file name changes the file propertiesWarning: changing a file name changes the file properties

Page 14: Dealing with Academic Dishonesty

If you suspect any type If you suspect any type of dishonesty…of dishonesty…

• Confront the student directly and immediately.Confront the student directly and immediately.– If you have qualms or hesitations, talk with an experienced colleague or chair If you have qualms or hesitations, talk with an experienced colleague or chair

before you meet with the student. before you meet with the student. – Consult Dean of Students for guidelines and due process procedures. Consult Dean of Students for guidelines and due process procedures. – When you meet with the student, objectively explain the problem as you see it, When you meet with the student, objectively explain the problem as you see it,

avoiding the use of words like “cheating” or “plagiarism.” avoiding the use of words like “cheating” or “plagiarism.” – Project an air of concern for the student as an individual, but communicate the Project an air of concern for the student as an individual, but communicate the

seriousness of the situation. seriousness of the situation. – Listen to the student's explanation. Listen to the student's explanation. – If a student denies any wrongdoing, question him or her about specific aspects If a student denies any wrongdoing, question him or her about specific aspects

of, say, the paper by asking for definitions of terms, interpretations, or of, say, the paper by asking for definitions of terms, interpretations, or restatements. restatements.

– Be prepared for pleas, excuses, and tales of hardship and extenuating Be prepared for pleas, excuses, and tales of hardship and extenuating circumstances. circumstances.

– If a student is distraught or upset, suggest a referral to the counseling center, if If a student is distraught or upset, suggest a referral to the counseling center, if appropriate. appropriate.

– Explain what will happen next to the student. Explain what will happen next to the student. – Take whatever official action your institution prescribes for handling Take whatever official action your institution prescribes for handling

student academic dishonesty.student academic dishonesty. http://teaching.berkeley.edu/bgd/prevent.html

Page 15: Dealing with Academic Dishonesty

If you suspect any type If you suspect any type of dishonesty…of dishonesty…

• Report your suspicions to the Dean of Report your suspicions to the Dean of Students OfficeStudents Office– You don’t need a smoking gunYou don’t need a smoking gun– Do Do NOTNOT render a verdict and penalty yourself render a verdict and penalty yourself– Be consistent…Be consistent…

• Students fly under the radarStudents fly under the radar• Avoid claims of biasAvoid claims of bias

http://teaching.berkeley.edu/bgd/prevent.html