Transcript Powerpoint presentation for use in classroom discussions on academic integrity

Academic Integrity in Arts
and Science at Queen’s
Student Services Division
Main Floor, Dunning Hall
Faculty of Arts and Science
Fall 2009
Why Review “Academic Dishonesty”?
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Senate review and new Senate Policy (2006)
Growing concern for students’ rights
Legal challenges
Experience of individual cases
Changing contexts for approaching
“academic dishonesty”
Issues under review in Arts and Science
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Terms and definitions
Nature of penalties
Recording of penalties
Process (ease of use vs. fairness)
Awareness of academic dishonesty
Academic Integrity:
Definitions
The Concept of Academic Integrity
Negative
Punishment
→
→
→
Local violations
→
Moral character
→
Academic Dishonesty
Academic Integrity
Positive
Remediation and
Education
Community
Standards
Error in judgment
Academic Integrity: Definition
“The Center for Academic Integrity (CAI)
defines academic integrity as a commitment,
even in the face of adversity, to five
fundamental values: honesty, trust, fairness,
respect and responsibility. From these values
flow principles of behavior that enable
academic communities to translate ideals into
action”
“The Fundamental Values of Academic Integrity”
(http://www.academicintegrity.org/fundamental_values_project/index.php)
Academic Integrity: Practice
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Honesty → full and fair disclosure of all ideas
and sources for ideas
Trust → allow for free exchange of ideas
Respect → take other's ideas seriously
Responsibility → adhere to all academic
guidelines governing intellectual exchange
Fairness → distinguish between one's own
ideas and those of others
Academic Integrity in Action: Setting
Expectations
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Promote Academic Integrity in the classroom:
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Reinforce the idea that we are all part of an
academic community and that everyone has a
role to play
Model integrity in lectures
Provide case studies to promote classroom
discussion
Provide students with strategies to meet
challenges to Academic Integrity
Direct students to online resources (e.g., online
tutorials)
Academic Integrity in Action: Course
Design
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Design courses to encourage academic integrity:
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Present clear expectations on assignments
Use new assignments, tests, exams each year
Develop staged assignments (that include the submission
of preliminary work)
Define or limit resources students may use for an
assignment
Require copy of first page of articles or resources used
Balance take-home work against in-class supervised
assignments
Academic Integrity in Action: Correct
Citation
Correct citation creates integrity in the academic community. Key
reasons behind citation practices:
 To acknowledge your dependence on another person's ideas or
words, and to distinguish clearly your own work from that of your
sources.
 To receive credit for the research you have done on a project,
whether or not you directly quote or borrow from your sources.
 To establish the credibility and authority of your knowledge and
ideas.
 To place your own ideas in context, locating your work in the larger
intellectual conversation about your topic.
 To permit your reader to pursue your topic further by reading more
about it.
 To permit your reader to check on your use of the source material.
(Source: “Academic Integrity at Princeton” http://www.princeton.edu/pr/pub/integrity/pages/acknowledge.html)
Departures from Academic Integrity
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Plagiarism – presenting another’s ideas or
phrasings as one’s own without proper
acknowledgement
Use of unauthorized materials – e.g.
possessing or using unauthorized study
materials or aids during a test
Facilitation – enabling another’s breach of
academic integrity
Departures from Academic Integrity
(con't)
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Forgery – submitting counterfeit documents
or statements
Falsification – misrepresentation of one’s self,
one’s work or one’s relation to the University
Academic Integrity:
The Process
Student’s Rights
According to the rules of natural justice,
 The student must know the case and evidence
against him or her,
 The student must have a meaningful opportunity to
present his or her case,
 The decision maker must be free from bias or
apprehension of bias, and
 The decision maker must provide reasons for the
decision based on evidence and the decision must
be consistent with the academic regulations.
Process for Investigating Academic
Integrity
1.
2.
Preliminary investigation
Notification of investigation
See form at
http://www.queensu.ca/artsci/staff-and-faculty/teaching/teaching-forms
3.
4.
Meeting
Finding (See form at
http://www.queensu.ca/artsci/staff-and-faculty/teaching/teaching-forms
5.
Overall assessment of the departure
Process: Overall Assessment of the
Departure
Contact the Faculty Office
1.
a.
b.
Assessing a sanction
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a.
b.
3.
Previous finding → Refer to Faculty Office
No previous finding → Assess sanction
Range of sanctions or remedies
Possible considerations when assessing a
sanction
Categorizing the finding
a. Range of Sanctions or Remedies
The range of sanctions includes the following:
 an oral or written warning that such infractions
constitute unacceptable behaviour;
 a learning experience involving a rewriting or
revision of the original piece of work;
 the deduction of partial or total loss of marks for the
assignment/exam; or
 a failing grade (down to a grade of zero) in the
course.
b. Considerations when Assessing a
Sanction
Possible considerations include the following:
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The extent and seriousness of the departure
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The value of the assignment to the overall grade
for the course
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The experience of the student (first-year vs. upperyear student, concentrator vs. non concentrator)
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Possible injury to another student or the institution
3. Categorizing the Finding
Two types of findings:
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A. Level I
(Kept with the Secretary of the Academic Integrity
and Conduct Panel separate from the student’s
main file)
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B. Level II
(Kept in the student’s main file in the Faculty
Office)
3. Categorizing the Finding: Level I
A Level I finding is made where
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The sanction will NOT necessarily result in
a failure in a course
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The student is at an early stage of his or her
academic career, especially a Year 1
student
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The student has little or no experience in a
course in a particular department (for
example first-time experience in a History or
Psychology Department)
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There is no direct effect on other student(s)
3. Categorizing the Finding: Level II
A level II finding is made where
 The sanction WILL result in a failure in a course
 The student is in upper year and has taken
several previous courses in the discipline (for
instance, a fourth-year student in a
concentration course)
 There is a direct negative effect on other
students (e.g. stealing another student’s paper,
assignment, lab)
Levels of Appeal
1.
2.
3.
4.
Instructor
Associate Dean (Studies)
Academic Integrity and Conduct Panel
(AICP)
University Student Appeals Board (USAB)
Academic Integrity Resources
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Senate Policy on Academic Integrity:
http://www.queensu.ca/secretariat/senate/policies/AcadInteg.html
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Academic Integrity @ Queen’s
http://www.queensu.ca/academicintegrity/index.html
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Arts and Science Calendar Regulation 1:
http://www.queensu.ca/artsci/sites/default/files/Academic%20Regulations.pdf
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Instructor Guidelines:
http://www.queensu.ca/artsci/academics/undergraduate/academicintegrity/instructors
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Arts and Science Faculty Office:
Contact [email protected] in Student Services, Main Floor, Dunning Hall.
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Arts and Science AI Page:
http://www.queensu.ca/artsci/staff-and-faculty/teaching/teaching-forms