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Promoting AcademicPromoting Academic IntegrityIntegrity at UC Davisat UC Davis

Office of Office of Student Judicial Student Judicial AffairsAffairs© 2006© 2006 University of University of California, DavisCalifornia, Davis

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Topics Topics CoveredCovered

Why are students cheating?Why are students cheating?

Defining academic integrityDefining academic integrity

Preventing & detecting cheatingPreventing & detecting cheating

The UC Davis student discipline The UC Davis student discipline systemsystem

SJA statisticsSJA statistics

Next steps/resourcesNext steps/resources

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What Is Going On In What Is Going On In College Classrooms:College Classrooms: an an

epidemic of cheating?epidemic of cheating? At most colleges, over 75% of students At most colleges, over 75% of students

admit cheating on tests or written admit cheating on tests or written assignmentsassignments

Test cheating, plagiarism, and Test cheating, plagiarism, and unauthorized collaboration have unauthorized collaboration have increased significantlyincreased significantly

Students see many cheating behaviors Students see many cheating behaviors as less serious than do facultyas less serious than do facultySource: Center for Academic Integrity Source: Center for Academic Integrity http://www.academicintegrity.org/cai_research.asphttp://www.academicintegrity.org/cai_research.asp

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Influencing Ethical Influencing Ethical Choices Choices

Key factors in a student’s decision Key factors in a student’s decision to cheat:to cheat:

* perceived * perceived ease/safety of cheatingease/safety of cheating* absence of pleasure in learning* absence of pleasure in learning

* belief that peers accept cheating* belief that peers accept cheating

Students can be influenced by attitudes Students can be influenced by attitudes and behavior of their peers and faculty, and behavior of their peers and faculty, the existence of clear rules that are the existence of clear rules that are consistently enforced with meaningful consistently enforced with meaningful sanctions… and honor codessanctions… and honor codes

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What is Academic What is Academic Integrity?Integrity?

Academic integrity is a positive Academic integrity is a positive ideal, not a list of “don’ts”: ideal, not a list of “don’ts”:

Students and faculty seeking Students and faculty seeking knowledge honestly , fairly , with knowledge honestly , fairly , with mutual respect and trust , and mutual respect and trust , and accepting responsibility for their accepting responsibility for their actions and the consequences of those actions and the consequences of those actions.actions.

Center for Academic Integrity “Fundamental Values of Center for Academic Integrity “Fundamental Values of Academic Integrity Project” Academic Integrity Project”

http://www.academicintegrity.org/fundamental.asphttp://www.academicintegrity.org/fundamental.asp

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The Fundamental Values of The Fundamental Values of Academic IntegrityAcademic Integrity

Honesty, Trust, Fairness, Respect and Honesty, Trust, Fairness, Respect and ResponsibilityResponsibility

““To be most rewarding, teaching and learning To be most rewarding, teaching and learning demand active engagement and mutual demand active engagement and mutual respect. Students and faculty must respect respect. Students and faculty must respect themselves and each other as individuals, not themselves and each other as individuals, not just as a means to an end. They must also just as a means to an end. They must also respect themselves and each other …[to respect themselves and each other …[to extend] their boundaries of knowledge, [to extend] their boundaries of knowledge, [to test] new skills, [to build] upon success, and test] new skills, [to build] upon success, and [to learn] from failure.”[to learn] from failure.”

Center for Academic Integrity "Fundamental Center for Academic Integrity "Fundamental Values Project” Values Project” http://www.academicintegrity.org/fundamental.asphttp://www.academicintegrity.org/fundamental.asp

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Why Care About Academic Why Care About Academic Integrity?Integrity?

Students don’t learn in a climate of Students don’t learn in a climate of dishonesty and unfairness, and they dishonesty and unfairness, and they cheat more when faculty do nothingcheat more when faculty do nothing

Academic integrity enhances the quality Academic integrity enhances the quality of education (teaching as well as of education (teaching as well as

learning)learning) Academic integrity is critical to the Academic integrity is critical to the

learning process; honest work builds learning process; honest work builds knowledge, skills, and self-esteemknowledge, skills, and self-esteem

Cheating and plagiarism give an unfair Cheating and plagiarism give an unfair “edge,” de-valuing honest work “edge,” de-valuing honest work

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An Honor Code An Honor Code TraditionTradition

Beginning in 1911, UC Davis had a Beginning in 1911, UC Davis had a traditional student-run honor code for traditional student-run honor code for over 60 years. In the early 1970s, over 60 years. In the early 1970s, dissatisfaction triggered campus-wide dissatisfaction triggered campus-wide debate and a proposal to do away with debate and a proposal to do away with the codethe code

UC Davis faculty and students acted UC Davis faculty and students acted together to address the concerns and together to address the concerns and preserve this traditionpreserve this tradition

The California Aggie, February 8, 1974

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Building on TraditionBuilding on Tradition The UC Davis Code of Academic Conduct, The UC Davis Code of Academic Conduct,

adopted in 1976, is a “modified” honor codeadopted in 1976, is a “modified” honor code

The Code places shared responsibility for The Code places shared responsibility for academic integrity on all members of our academic integrity on all members of our community -- students, faculty & community -- students, faculty & administrationadministration

Under the Code, SJA administers the Under the Code, SJA administers the discipline system for suspected academic discipline system for suspected academic misconduct casesmisconduct cases

Research suggests that academic honor Research suggests that academic honor codes can significantly reduce cheating -- codes can significantly reduce cheating -- even modified honor codes at large public even modified honor codes at large public institutionsinstitutions

See Center for Academic Integrity See Center for Academic Integrity http://www.academicintegrity.org/cai.research.asphttp://www.academicintegrity.org/cai.research.asp

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The Campus Judicial The Campus Judicial BoardBoard

The Campus Judicial Board (CJB) The Campus Judicial Board (CJB) was created in 1976 as part of the was created in 1976 as part of the Code of Academic ConductCode of Academic Conduct

Student members of the CJB serve Student members of the CJB serve with faculty on hearing panels to with faculty on hearing panels to decide cases of suspected academic decide cases of suspected academic misconductmisconduct

Student CJB members promote Student CJB members promote academic integrity through academic integrity through educational outreach programs for educational outreach programs for the campus communitythe campus community

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Academic Integrity Academic Integrity StandardsStandards

Responsibilities of students include:Responsibilities of students include: ““Be honest at all times” and “act fairly toward Be honest at all times” and “act fairly toward

others” others” ““Take group as well as individual responsibility Take group as well as individual responsibility

for honorable behavior. … Report acts of for honorable behavior. … Report acts of misconduct which you witness” misconduct which you witness”

Responsibilities of faculty include:Responsibilities of faculty include: Encourage honesty and integrity in studentsEncourage honesty and integrity in students Inform students of scholarship/conduct standardsInform students of scholarship/conduct standards Use test formats that discourage cheatingUse test formats that discourage cheating Report all alleged violations to SJA & tell Report all alleged violations to SJA & tell

students how to make reportsstudents how to make reports-- UC Davis -- UC Davis “Code of Academic “Code of Academic

Conduct”Conduct”

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Honesty and Fairness: Honesty and Fairness: Keys to Academic Keys to Academic

IntegrityIntegrity The UC Davis Code of Academic Conduct The UC Davis Code of Academic Conduct

covers both deliberate dishonesty and covers both deliberate dishonesty and “negligent” acts that impair academic “negligent” acts that impair academic goals (e.g., talking during an exam)goals (e.g., talking during an exam)

The Code requires fairness as well as The Code requires fairness as well as honesty -- both are critical to the honesty -- both are critical to the learning process learning process

By focusing on our educational purposes, By focusing on our educational purposes, we avoid being sidetracked by issues of we avoid being sidetracked by issues of motive, intent, culture, or past practicemotive, intent, culture, or past practice

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Promoting Academic Promoting Academic IntegrityIntegrityin Classin Class

Highlight campus standards of academic Highlight campus standards of academic integrity in syllabus & class discussionsintegrity in syllabus & class discussions

Enlist students’ help in creating a Enlist students’ help in creating a climate of integrity in the classroomclimate of integrity in the classroom

Inspire, encourage, and model integrityInspire, encourage, and model integrity

Set clear standards for assignments and Set clear standards for assignments and grading, and define rules for citation grading, and define rules for citation and collaboration and collaboration

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Academic Integrity Academic Integrity Standards: Standards: Examples of Examples of

Academic DishonestyAcademic Dishonesty Copying or sharing answers during Copying or sharing answers during

examsexams

Plagiarism (deliberate)Plagiarism (deliberate)

Altering & resubmitting graded work Altering & resubmitting graded work for creditfor credit

Stealing others’ workStealing others’ work

Providing false information or excusesProviding false information or excuses

Falsifying dataFalsifying data

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Academic Integrity Academic Integrity Standards: Standards:

Examples of Academic MisconductExamples of Academic Misconduct talking or “wandering eyes” during talking or “wandering eyes” during

examsexams having notes or other unauthorized having notes or other unauthorized

materials visible during exammaterials visible during exam failing to quote or cite sources properly failing to quote or cite sources properly unauthorized collaborationunauthorized collaboration other behavior that undermines other behavior that undermines

learning and teaching (e.g., leaving learning and teaching (e.g., leaving exam without permission, working after exam without permission, working after time is called)time is called)Even if not dishonest, these acts of academic Even if not dishonest, these acts of academic misconduct impair educational goals, violate misconduct impair educational goals, violate course rules, and/or disrupt classcourse rules, and/or disrupt class

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Strategies for Preventing Strategies for Preventing and Detecting Cheatingand Detecting Cheating

Have students sign an honor statement Have students sign an honor statement that their work is their own, that it is that their work is their own, that it is honest, and that they have taken no unfair honest, and that they have taken no unfair advantage advantage

Monitor examsMonitor exams to deter and confront to deter and confront cheatingcheating

Prohibit use of unauthorized electronic or Prohibit use of unauthorized electronic or other equipment or notes other equipment or notes

Use test formats that discourage copying Use test formats that discourage copying and cheating (essay or open book, thought and cheating (essay or open book, thought problems, alternate seating, multiple test problems, alternate seating, multiple test versions)versions) -- SJA “Tips to Prevent Cheating”-- SJA “Tips to Prevent Cheating”

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Preventing/Detecting Preventing/Detecting CheatingCheating

Require students to show their work & Require students to show their work & refuse credit for unsupported/unexplained refuse credit for unsupported/unexplained answers answers

Require written excuses for make-ups or Require written excuses for make-ups or extensions, and check authenticityextensions, and check authenticity

Ask students to sit apart from friends Ask students to sit apart from friends during exams and to cover their workduring exams and to cover their work

Photocopy [or scan] all tests or a sampling Photocopy [or scan] all tests or a sampling of tests before returning to studentsof tests before returning to students

Clearly mark blank spaces/wrong answers Clearly mark blank spaces/wrong answers in inkin ink

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Avoiding Plagiarism: Avoiding Plagiarism: Standards for Citing Standards for Citing Sources at UC DavisSources at UC Davis

Plagiarism is defined asPlagiarism is defined as

““Using another’s work without Using another’s work without giving credit. You must put others’ giving credit. You must put others’ words in quotation marks and cite words in quotation marks and cite your source, and must give citations your source, and must give citations when using others’ ideas, even if when using others’ ideas, even if paraphrased in your own words.”paraphrased in your own words.”

--SJA “Avoiding Plagiarism: Mastering the Art of Scholarship”

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Mastering the Art of Mastering the Art of Scholarship:Scholarship:

Learning to Cite SourcesLearning to Cite Sources The focus is on learning – the issue is The focus is on learning – the issue is

whether the behavior (e.g., copying, failing whether the behavior (e.g., copying, failing to cite sources) impairs the educational to cite sources) impairs the educational value of the assignmentvalue of the assignment

Motives, intent, culture, and past practice Motives, intent, culture, and past practice are not the issue -- fairness and quality of are not the issue -- fairness and quality of the educational experience are key the educational experience are key

Example: Even if a student who fails to cite Example: Even if a student who fails to cite sources does not intend to deceive or take sources does not intend to deceive or take an unfair advantage, she needs to learn how an unfair advantage, she needs to learn how to cite and quote properly, including from to cite and quote properly, including from Internet sourcesInternet sources

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Preventing Preventing and and

Detecting Detecting PlagiarismPlagiarism

Require individualized topic selection and Require individualized topic selection and research; don’t allow late topic changesresearch; don’t allow late topic changes

Have students turn in all stages of work (topic Have students turn in all stages of work (topic statements, outlines, notes, rough drafts, statements, outlines, notes, rough drafts,

resource lists, final papers, along resource lists, final papers, along with copies with copies of web/paper sources used)of web/paper sources used)

Require students to present their work orally Require students to present their work orally in class, and to answer questions about their in class, and to answer questions about their projectsprojects

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More on Preventing Plagiarism

Use software programs for comparing textUse software programs for comparing text Define plagiarism and rules for proper Define plagiarism and rules for proper

citation, and teach students how to cite citation, and teach students how to cite sources sources

Explain how to paraphrase, how to Explain how to paraphrase, how to incorporate quotes or facts from sources, incorporate quotes or facts from sources, and how to deal with ‘common knowledge’ and how to deal with ‘common knowledge’

Discuss why plagiarism is unfair to all, Discuss why plagiarism is unfair to all, and how it undermines the development and how it undermines the development of thinking and writing skillsof thinking and writing skills

Help students build confidence in their Help students build confidence in their own abilities, providing positive feedbackown abilities, providing positive feedback

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What’s Wrong With What’s Wrong With Copying?Copying?

“ “In my culture, copying is an honor!”In my culture, copying is an honor!”

Avoiding the cultural relativism trap …Avoiding the cultural relativism trap … Reproducing another’s work and Reproducing another’s work and

passing it off passing it off for credit as one’s own is for credit as one’s own is not honorable in not honorable in any cultureany culture

Regardless of cultural acceptance, Regardless of cultural acceptance, copying copying defeats the educational defeats the educational goals and purposes goals and purposes of the of the assignmentassignment

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About Internet PlagiarismAbout Internet Plagiarism

Some Internet misuse is unintentional, Some Internet misuse is unintentional, caused caused by confusion about citation rules, by confusion about citation rules, sloppy sloppy research or careless copying research or careless copying and ‘pasting’and ‘pasting’

Other misuse is intentional: buying a Other misuse is intentional: buying a paper on-paper on- line, downloading & using a line, downloading & using a paper from a paper from a website, copying a website, copying a published articlepublished article

Make sure your students know that Make sure your students know that inserting inserting text, text, diagrams, pictures or diagrams, pictures or graphics from Internet graphics from Internet sources without sources without citation is plagiarismcitation is plagiarism

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Preventing & Detecting Internet Plagiarism

Use “low-tech” good-teaching practicesUse “low-tech” good-teaching practices Explain that websites vary in quality Explain that websites vary in quality

and credibility -- and often change and credibility -- and often change without noticewithout notice

Have students submit electronic copies Have students submit electronic copies of papers of papers

Use “Google” or other search engines Use “Google” or other search engines to find key wordsto find key words

Use free software for searching Use free software for searching Internet and/or comparing student Internet and/or comparing student papers -- for example: papers -- for example: http://www.pairwise.cits.ucsb.edu/http://www.pairwise.cits.ucsb.edu/

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Academic Integrity Academic Integrity Standards Standards

Unauthorized Collaboration defined:Unauthorized Collaboration defined:

““Working with others Working with others without the without the specific permission of the instructorspecific permission of the instructor on on assignments that will be submitted for assignments that will be submitted for a grade. This rule applies to in-class or a grade. This rule applies to in-class or take-home tests, papers, labs, or take-home tests, papers, labs, or homework assignments. Students homework assignments. Students may may notnot collaborate without faculty collaborate without faculty authorization.”authorization.”

-- SJA “Unauthorized Collaboration: What Students Need to Know”

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Preventing Unauthorized Preventing Unauthorized CollaborationCollaboration

Explain what collaboration is & how, when Explain what collaboration is & how, when & why students may work together in your & why students may work together in your classclass

Lead class discussion about different Lead class discussion about different lessons learned from individual vs. group lessons learned from individual vs. group workwork

Set clear rules, and give examples of Set clear rules, and give examples of acceptable and unacceptable joint workacceptable and unacceptable joint work

Explain why you have adopted course rules Explain why you have adopted course rules for permitting or limiting collaborationfor permitting or limiting collaboration

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The Student Conduct The Student Conduct SystemSystem

Student discipline holds students Student discipline holds students accountable for academic integrity and accountable for academic integrity and conduct standards conduct standards

These standards are necessary to uphold the These standards are necessary to uphold the educational goals of teaching and learning educational goals of teaching and learning and to maintain an orderly and safe campusand to maintain an orderly and safe campus

Public institutions must provide “due Public institutions must provide “due process” before disciplining students & process” before disciplining students & imposing sanctions -- the key to due process imposing sanctions -- the key to due process is fairness is fairness

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Student Discipline Student Discipline ProceduresProcedures

Students receive notice of the referral Students receive notice of the referral and meet with SJA to discuss the caseand meet with SJA to discuss the case

If the student admits responsibility, If the student admits responsibility, possible resolutions are discussed possible resolutions are discussed with the student and the referring with the student and the referring faculty memberfaculty member

Most cases are resolved by agreement Most cases are resolved by agreement with the student signing a written with the student signing a written contract admitting a violation and contract admitting a violation and accepting sanctions and educational accepting sanctions and educational assignmentsassignments

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Referring a StudentReferring a Student If possible, talk to the student before referring If possible, talk to the student before referring

to see if to see if s/he can explain what happened s/he can explain what happened

Use a non-confrontational approach (don’t Use a non-confrontational approach (don’t accuse or accuse or blame)blame)

Tell the student you have questions about Tell the student you have questions about his/her work his/her work (e.g., the test has answers to a (e.g., the test has answers to a different version of the different version of the exam) and you will exam) and you will refer to SJArefer to SJA

Use a report form or email Use a report form or email

Check with SJA to see if the student has a Check with SJA to see if the student has a prior historyprior history

Contact SJA if you have any questionsContact SJA if you have any questions-- SJA “Reporting Academic Misconduct”-- SJA “Reporting Academic Misconduct”

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2004-05 Academic Cases2004-05 Academic Cases

683 academic cases

Types of violations: 42% Plagiarism/submitting another’s work

as one’s own 30% Cheating on tests

(copying/collaborating, or using unauthorized materials)

17% Unauthorized assistance on homework 4% Altering exam & submitting for more

credit 7% Other (providing false information,

stealing academic work, having ringer take exam)

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683 Academic Cases in 683 Academic Cases in 2004-052004-05(classified by type of suspected violation at time of (classified by type of suspected violation at time of referral)referral)

Academic Violations by Type 2004-05

Other (16) 3%

Having Ringer Take Exam

(11) 2%

Provide False Information

(18) 3%Alter Exam & Re-Submit (28) 4%

Unauthorized Equip Crib

Notes (38) 6%

Unauthorized Help--

Homework (115) 17%

Copy/Share Exam Answers (24%)

Plagiarism (290) 42%

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Referring FacultyReferring FacultyMany faculty are reluctant to deal with Many faculty are reluctant to deal with cheating, yet research shows cheating is more cheating, yet research shows cheating is more prevalent when faculty ignore itprevalent when faculty ignore it Center for Academic Integrity Center for Academic Integrity http://www.academicintegrity.org/cai.research.asphttp://www.academicintegrity.org/cai.research.asp

At UC Davis, faculty DO report academic At UC Davis, faculty DO report academic misconduct:misconduct:

221 faculty, graduate instructors, and TAs 221 faculty, graduate instructors, and TAs referred academic cases to SJA in 2004-05referred academic cases to SJA in 2004-05

Referrals came from 60 academic departments Referrals came from 60 academic departments

The top ten referring departments (English, ECE, The top ten referring departments (English, ECE, History, Physics, Psychology, Computer Science, History, Physics, Psychology, Computer Science, NPB, Microbiology, Anthropology, and NPB, Microbiology, Anthropology, and Chemistry) together accounted for 52% of Chemistry) together accounted for 52% of reportsreports

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Grades and SanctionsGrades and Sanctions

Under UC Davis Academic SenateUnder UC Davis Academic Senate Reg. 550, Reg. 550, faculty may assign a grade of F or zero to faculty may assign a grade of F or zero to an exam or paper if academic misconduct an exam or paper if academic misconduct is admitted or determined by hearingis admitted or determined by hearing

First-time violations are usually sanctioned First-time violations are usually sanctioned with Deferred Separation or Probationwith Deferred Separation or Probation

Aggravating factors (e.g., premeditation, Aggravating factors (e.g., premeditation, conspiracy, or a prior disciplinary history) conspiracy, or a prior disciplinary history) may trigger Dismissal, Suspension, or may trigger Dismissal, Suspension, or Delayed Graduation, even for a first Delayed Graduation, even for a first offenseoffense

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Why Give Second Chances?Why Give Second Chances?

We want students to learn from mistakesWe want students to learn from mistakes

Students learn more if they admit & accept Students learn more if they admit & accept responsibility and understand consequencesresponsibility and understand consequences

Educational assignments (referral to Learning Educational assignments (referral to Learning Skills; researching and writing a paper; or Skills; researching and writing a paper; or community service) improve skills and prevent community service) improve skills and prevent repeat violationsrepeat violations

Deferred sanctions mean students can be Deferred sanctions mean students can be removed without a formal hearing for a new removed without a formal hearing for a new offense offense

More severe sanctions may deter students More severe sanctions may deter students from admitting responsibility, as well as from admitting responsibility, as well as deterring some faculty from reporting deterring some faculty from reporting casescases

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Sanction DefinitionsSanction Definitions

Probation – Student must demonstrate conduct Probation – Student must demonstrate conduct conforming to University standards and meet conforming to University standards and meet conditionsconditions

Suspension – Student is removed from school Suspension – Student is removed from school for specified period (noted on transcript)for specified period (noted on transcript)

Dismissal – Student is removed indefinitely -- Dismissal – Student is removed indefinitely -- Chancellor must give specific approval for Chancellor must give specific approval for readmission (noted on transcript)readmission (noted on transcript) Suspensions & Dismissals may be deferred if student Suspensions & Dismissals may be deferred if student

waives the right to a formal hearing for any waives the right to a formal hearing for any subsequent violationsubsequent violation

Suspended/Dismissed students may not attend class, Suspended/Dismissed students may not attend class, use services, or hold student employment use services, or hold student employment

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2004-05 Academic Outcomes2004-05 Academic Outcomes

633 Academic cases resolved633 Academic cases resolved

93% of resolved cases resulted in 93% of resolved cases resulted in sanctions sanctions or administrative or administrative actionaction 10% -- (65 students) Suspended or had 10% -- (65 students) Suspended or had

Graduation Graduation Delayed; 3 Delayed; 3 students were Dismissedstudents were Dismissed

55% -- Deferred Separation or Probation55% -- Deferred Separation or Probation 14% -- Censure or Warning14% -- Censure or Warning 13% -- Administrative Notice13% -- Administrative Notice 7% -- Innocent or Case Dismissed for lack 7% -- Innocent or Case Dismissed for lack

of of evidenceevidence Eight formal hearingsEight formal hearings – approx. 1% of – approx. 1% of

referralsreferrals

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2004-05 Academic 2004-05 Academic OutcomesOutcomes

Outcomes for Academic Cases 2004-05

Probation(219) 33%

Deferred Separation(130) 19%

Suspension, Delay of Graduation (65)

10%Dismissal(3) <1%

Name On File(21) 3%

Administrative Notice

(84) 12%

Innocent, Case Withdrawn

(42) 6%

Pending/Hold on Registration

(50) 7%

Censure(50) 7%

Warning(19) 3%

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SummarySummary

Students, faculty, and SJA all Students, faculty, and SJA all play key roles in academic play key roles in academic integrity and student discipline integrity and student discipline

By working together, By working together, developing and using clear developing and using clear policies and fair procedures, by policies and fair procedures, by discussing academic integrity, discussing academic integrity, and by consistently enforcing and by consistently enforcing our standards, we uphold the our standards, we uphold the academic integrity of UC Davisacademic integrity of UC Davis

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Academic Integrity Academic Integrity ResourcesResources

UC Davis Office of Student Judicial UC Davis Office of Student Judicial Affairs Affairs

752-1128752-11283200 Dutton Hall3200 Dutton Hall

SJA Website: sja.ucdavis.eduSJA Website: sja.ucdavis.edu

The Center for Academic IntegrityThe Center for Academic Integrityhttp://www.academicintegrity.orghttp://www.academicintegrity.org

The Fundamental Values of Academic The Fundamental Values of Academic IntegrityIntegrity

http://www.academicintegrity.org/fundamental.asphttp://www.academicintegrity.org/fundamental.asp

For more information: sja@ucdavis.eduFor more information: sja@ucdavis.edu

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